Education

Education Sector paper- Draft for Discussion
Education Sector Paper

30th March 2016
Submitted by:
Ernst & Young (EY)
Education Sector paper
Ernst & Young 2|Page


Table of Contents
Table of Contents ......................................................................................................4
List of Figures ...........................................................................................................6
List of Tables ............................................................................................................7
List of Abbreviations .................................................................................................8
1. Executive Summary .......................................................................................... 12
2. Introduction...................................................................................................... 18
3. School Education .............................................................................................. 24
3.1. As-Is Assessment ...................................................................................... 27
3.2. Intermediate Education in Andhra Pradesh .................................................. 34
3.3. Current Initiatives ..................................................................................... 38
3.4. SWOC Analysis .......................................................................................... 40
3.5. Sector Vision............................................................................................. 42
3.5.1. Strategic Focus Areas: School Education ................................................. 42
5.5.2. Timeline for Interventions ....................................................................... 51
3.5.3. Key Targets ........................................................................................... 52
4. Higher Education .............................................................................................. 56
4.1. As-Is Assessment ...................................................................................... 59
4.2. Current Initiatives and Schemes ................................................................. 63
4.3. Issues and Challenges ................................................................................ 65
4.4. SWOC Analysis .......................................................................................... 66
4.5. Sector Vision............................................................................................. 68
4.5.1. Key Targets ........................................................................................... 68
4.5.2. Key Strategies ....................................................................................... 70
4.5.3. Time lines for Interventions..................................................................... 75
4.5.4. Funding and Research............................................................................. 77
4.5.5. Governance/Leadership .......................................................................... 80
5. SwarnaAndhra Vision 2029: Higher education in Andhra Pradesh......................... 83
6. Annexures ........................................................................................................ 85
Annexure I ......................................................................................................... 85
Annexure II ........................................................................................................ 86
Annexure III........................................................................................................ 87
Annexure IV ....................................................................................................... 88

Annexure V ........................................................................................................ 90
Annexure III........................................................................................................ 91
Annexure VI ....................................................................................................... 92
Annexure VII ...................................................................................................... 93
Annexure VIII ..................................................................................................... 94

List of Figures
Figure 1 Enrolment in 2014-15 ................................................................................................... 25
Figure 2 Ranking for Infrastructure in Primary and Upper Primary Schools in Andhra Pradesh .......... 27
Figure 3 Percentages of Schools with Computers 2014-15 ............................................................ 27
Figure 4 Percentages of Single Class Room Schools in Rural and Urban Areas 2014-15 ................... 28
Figure 5 Percentage of Students enrolled in Private Schools at Elementary Level 2013-14 .............. 29
Figure 6 Percentage of Teachers received in-service training 2014-15 ........................................... 30
Figure 7 District wise variations in dropout rate at Elementary level (I-VIII) 2013-14 ........................ 32
Figure 8 GER (Higher Secondary Level) 2014-15 .......................................................................... 36
Figure 9 State variations in Gross Enrolment Ratio (Secondary Level) 2014-15 ............................... 36
Figure 10 Comparisons on Pupil Ratio at Higher Secondary Level 2014-15 ..................................... 36
Figure 11 Percentages of Intermediate Colleges with Library 2013-14 ........................................... 36
Figure 12 Percentages of Intermediate Colleges with Computers and Internet (2013-14) ................. 37
Figure 13 Percentages of Intermediate Colleges with Playground (2013-14) ................................... 37
Figure 14 Enrolment of Vocational Stream in Intermediate (2013-14) ............................................ 37
Figure 15 Availability of Vocational Streams in Intermediate Education (2013-14) .......................... 37
Figure 16 Gross Enrolment Ratios by District 2013 ....................................................................... 59
Figure 17 Enrolments by Management 2013 ................................................................................ 59
Figure 18 Percentages of Colleges in Andhra Pradesh 2013 .......................................................... 60
Figure 19 Three Tier Performance Objective ................................................................................ 61
Figure 20: Higher Education Architechture ................................................................................... 75
Figure 21: Comparative Analysis of Indian and US Revenue streams ............................................... 78
Figure 22: Revenue Mix in leading world class universities ............................................................. 78

List of Tables
Table 1 NAS Class VIII Science Achievement Scores ...................................................................... 28
Table 2 State wise Comparison on Dropouts 2014-15 (Source DISE 2014-15) ................................. 32
Table 3 Dropout rates from 2008 to 2014 All (Boys &Girls) ......................................................... 33
Table 4 Enrolment of students in Government and Aided Junior Colleges ........................................ 35
Table 5Timelines for Interventions in School Education ................................................................. 51
Table 6Higher Education-Related Socio-Economic Indicators .......................................................... 56
Table 7 Interstate Comparison on Excellence ................................................................................ 61
Table 8 Interstate Comparison on Relevance and Quality ............................................................... 61
Table 9 Interstate Comparison on Access and Equity ..................................................................... 62
Table 10 Andhra Pradesh Budgetary Allocation 2015-16 .............................................................. 63
Table 11: Focus Areas for Higher Education ................................................................................ 68
Table 12: Key Targets of Higher Education ................................................................................... 68

List of Abbreviations
ABL - Activity Based Learning
AICTE - All India Council for Technical Education
AISHE - All India Survey on Higher Education
ANU - Adikavi Nannaya University
APSCHE - Andhra Pradesh State Council of Higher Education
ASER -Annual Status of Education Report
AU - Andhra University
BAU - Dr. B.R. Ambedhkar University
BoM - Board of Management
CII - Confederation of Indian Industry
CSR - Corporate Social Responsibility
CSS - Centrally Sponsored Schemes
DIET - District Institutes of Education and Training
DISE - District Information System for Education
DU - Dravidian University
ECCE - Early Childhood Care and Education
EFA - Education for All
FICCI - Federation of Indian Chambers of Commerce and Industry
GER - Gross Enrolment Ratio
GII - Global Innovation Index
GPI - Gender Parity Index
HEI - Higher Education Institute
IASE - Institute of Advanced Studies in Education
ICDS - Integrated Child Development Scheme
ICT - Information and Communication Technology
IIIT - RGUKT IIIT Nuzvid
IIIT - Indian Institute of Information Technology
IIM - Indian Institute of Management
IISER - Indian Institutes of Science Education and Research
IIT - Indian Institute of Technology
INI - Institute of National Importance
IT - Information Technology
JNTU A - JNTU Anantapur
JNTU-K - JNTU Kakinada
JRM - Joint Review Mission
KGBV - Kasturba Gandhi BalikaVidyalaya
KSCSTE - Kerala State Council for Science, Technology and Environment
KU - Krishna University
MDG - Millennium Development Goals
MOOC - Massive Open Online Course

M-Phil - Masters in Philosophy

MRC - Mandal Resource Centres
NAAC - National Assessment and Accreditation Council
NAS - National Assessment Survey
NCERT - National Council for Education Research and Training
NER - Net Enrolment Ratio
NGO - Non Government Organization
NIT - National Institute of Technology
NKN - National Knowledge Network
NMEICT - National Mission on Education through ICT
NPEGEL - National Program for Education of Girls at Elementary Level
NU - Acharya Nagarjuna University
NUEPA - National University of Educational Planning and Administration
PAM - Project Approval Board
PG - Post Graduation
Phd - Doctoral in Philosophy
PISA - Program for International Student Assessment
PTR - Pupil Teacher Ratio
R&D - Research and Development
RMSA - Rashtriya Madhyamik Siksha Abhijan
RP - Resource Person
RTE - Right to Education Act
RU - Rayalaseesma University
RUSA - Rashtriya Uchchatar Shiksha Abhiyan
SCERT - State Council of Education Research and Training
SDG - Sustainable Development Goals
SEMIS - Secondary Education Management Information System
SHG - Self Help Group
SIET - State Institute of Educational Technology
SKU - Sri Krishna Devaraya University
SMC - School Management Committee
SPMVV - Sri Padmavathi Mahila ViswaVidyalam
SSA - Sarva Shiksha Abhiyaan
SSC - Sector Skill Council
STR - Student Teacher Ratio
SVU - Sri Venkateswara University
TCS - Tata Consultancy Services
TEA - Total Entrepreneurial Activity
TEQIP - Technical Education Quality Improvement Project
TLM - Teaching & Learning Material
TVET -The Vocational Education and Training
UDISE - Unified District Information System
UNICEF - United Nations Children Fund

VET - Vocational Education and Training

VSU - Vikrama Simhapuri University
YVU -Yogi Vemana University
Ernst & Young 10 | P a g e

EXECUTIVE SUMMARY

1. Executive Summary
Andhra Pradesh envisions a socio-economic transformation that will ensure that each
individual is achieving his highest potential which will reflect in the States high human
development indicators. Education will play a key role in realizing the States vision. Quality
education will help the masses move out of the low-income trap by giving them the
opportunity to learn and earn better and gain dignity in society.
The state is striving to develop its education system both from the human development
perspective and to improve its preparedness for developing into a knowledge based
economy. Its vision for education is aligned with sustainable development goals and is
geared towards addressing the specific needs and aspirations of the newly formed state.
School Education
Literacy rate in Andhra Pradesh (67.41%) is lower than the national average (74%) with
higher literacy rate in urban areas (79.17%) in comparison to rural areas (62.43%). The
State is comparable with Uttar Pradesh (68%) and Madhya Pradesh (69%) in terms of
literacy rate and is far below its neighbours Kerala (94%), Karnataka (76%) and Tamil Nadu
(80%). The state has a high gender gap in literacy which is higher in rural areas than urban
areas. There is high disparity between the literacy rates of SCs and STs. The average
number of classrooms in government schools is (4.7) while the corresponding number for
private schools is (8.8). There are 61,128 schools in the State, including management
schools. There are 2117 habitations (4.3%) without primary schools, and 2485 (5.0%)
habitations without upper primary schools.
Andhra Pradesh has made progress towards implementation of the Right of Children to
Free and Compulsory Education Act, 2009. The State takes pride in having one of the
healthiest pupil-teacher ratios in the Country, with 23 students to a teacher at the primary
level, 16 students to a teacher at the upper primary level and 18 students to teachers at
the secondary level. Moreover, 99.97 percent of the teachers engaged at Government
schools in Andhra Pradesh hold the required professional qualifications, almost equalling
the record set by Delhi and Gujarat. In terms of in-service training, it is reported that only
32.1 percent of the teachers in Andhra Pradesh reported having received any in-service
training. Meanwhile, other states such as Gujarat, Karnataka, Tamil Nadu and Maharashtra
reported higher numbers.
There is a significant decrease in Gross Enrolment Rate and Net Enrolment Rate at the
intermediate level of education which stands at 60 percent and 38 percent in state. There
are about 444 Government Junior Colleges including 8 exclusive Government Vocational
Junior colleges as against 2280 private unaided Junior Colleges and 131 private aided
junior colleges. The enrolment of students in Government Junior colleges is 1.99,147 and
92,632 in aided colleges. In both these categories of institutions the enrolment of students
has dropped.

Issues and Challenges- School Education

School education faces several key challenges which need to be addressed in the context of
the vision.
While access to primary school has been achieved to a large extent, there is high
drop our rate especially after class 5.
There are regional variations in terms of the level of education that needs to be
addressed. Similar variations are seen between urban and rural areas.
All schools in the state are not internet enabled and therefore use of ICT in
classroom transaction is limited.
All secondary schools do not have science and computer labs. It is also seen that
achievement levels of class 8 students in science subjects is lower than the national
average.
Quality of school education needs improvement
Although qualified teachers are recruited, about two third teachers so not get an
opportunity for in-service.
There is shortage of faculty for training of teachers and
Vocational education in schools/colleges at intermediate levels is not need based.
In order to overcome the issues and challenges highlighted at the school education level in
the State several strategies and interventions are proposed with the aim of providing
Access and Excellence in school education.
Strategies
School Education
1. Improve Literacy levels, especially of Women, through Adult Education Initiatives

Link adult education with the SHG network
Easy access to educational material for adult education
Offer adult literacy to individuals with low literacy levels when they enrol for skill
development
2. Access to quality education for children from the marginalised communities
Incentives/Schemes for girls, children from tribal population to complete their school
education
Bridge classes for children of migrant population whose number is likely to increase with
massive infrastructure development in the coming years
Special focus on districts with poor performance on education indicators. Develop district
school improvement programme for these districts
3. Early childhood education integral part of primary education
Link Anganwadis with primary schools
Develop educational material for pre-school education
Capacity development of anganwadi teachers to equip them to offer pre-school
education.
4. Infrastructure in schools to create an enabling environment for school education at all
levels


Ensure that all schools meet the infrastructure related norms within a year

All mandals to have junior colleges

Additional room to start early childhood education classes in primary schools

Separate science and computer laboratories in all secondary, intermediate schools

All schools to be IT enabled to use ICT for classroom transaction, school administration
and governance
5. Empowerment of teachers and head teachers for school development
Improve quality of in-service teacher training by making it need based and regular
Make use of ICT for teacher and leadership training, involving resource persons from
other relevant fields such as management, educationists from other states/countries
Segregate the academic and administrative functions at the Mandal Resource Centres
provide additional resource at the MRCs
Offer self learning courses for professional enhancement of teachers
Develop career growth paths for teachers to motivate them
6. Improve vocational education in school
Offer more vocational courses in schools that are market linked
Multiple entry and exist points for the students will be provided to ensure flexibility.
7. Monitoring of outcomes
Develop outcome based monitoring framework
Use ICT for data collection and analysis
Higher Education
The State of Andhra Pradesh has around 12.72 lakh students enrolled in over 3,841
institutes, The State ranks amongst top 3 states in India, in terms of number of colleges per
lakh population. There are 3,841 colleges in the state out of which, 2,701 colleges are
affiliated to these universities and are degree awarding institutions. Chittoor and Guntur
have almost (11-12%) of affiliated colleges in the state; while East Godavari, Krishna and
Vishakhapatnam have ~9%; Y.S.R, West Godavari, Nellore and Prakasham constitute (7-
8%); Kurnool, Anantapur, Srikakulam and Vizianagaram constitute (5-6%) of affiliated
colleges in the state.
Gross Enrolment Ratio of Andhra Pradesh is (22%) higher than National average;
neighbouring states like Tamil Nadu with (42%) and Karnataka with (25.5%) are higher than
the state similar to SC and ST gross enrolment ratio. Under quality and relevance 15
Universities from Tamil Nadu are accredited under National Assessment and Accreditation
Council, 6 universities from 26 Universities in Andhra Pradesh are accredited by NAAC.
Issues and Challenges- Higher Education

Higher education in the State similarly faces some critical challenges which need to be
addressed for achievement of the vision.
Gross Enrolment Ratio (GER) in Socially Excluded Categories such as SC/ST is lower
than that of the students from the general category. While GER of SC/ST students
is 17% and 16% respectively when compared to general category GER of 22%.

There is gender disparity Male 25% as against females 18%.

Low ratio of educational institutions to youth population. There are only 66
institutions per lakh youth population.
Large number of graduated youths lack employable skills
High student-teacher ratio in Institutions. Finding good faculty members is a
challenge.
Very few institutions focus on research and development.
There is a need to improve the quality of technical and non technical institutes.
Strategies
Following are the key strategies that are recommended for the state to achieve the above mentioned
targets:
Access and Equity:
1. Set up a total of 18 colleges in Under-served geographies by 2019

2. Add capacity for 7 lakh students to achieve GER target of 50% in 2022-29 period a mix of new
colleges and Online model
3. Set up a multi-lingual virtual university to enable online distance education for states youth by
2019
4. Continue student scholarship schemes for meritorious students in under-privileged social groups
during the entire period
5. Re-enrol population dropping out of the Education system
a. Roll out NSQF across state institutions by 2019
b. Have community colleges in hub & spoke model in each district with flexible entry and exit
by 2019
6. Develop market financed loans and funding structures to ensure equitable access to education
a. Develop Higher Education Finance Body with seed funding from Government and small
contributions from enrolled students and industry grants
b. Create Credit Default Guarantee fund to act as guarantor of last resort for education loans
from banking system
Relevance and quality:

1. Enable industry / private players to set up State Private Universities under relevant state
government act, and providing them with suitable real estate / other financial incentives and
operational and financial autonomy to meet industry requirements of job-ready professionals by
2019
2. Incentivise industry to adopt / mentor public universities and colleges through sponsorships,
grants, setting up of COEs, live projects, industry faculty, trainings, internships by 2019
3. Mandate accreditation of all higher education institutes through NAAC by 2019
4. Mandate curriculum review for all state universities every 3 years by panel consisting of academia
& industry
5. Improve quality of faculty by:
a. Mandating periodic faculty development and training programs for all faculty by 2019
b. Providing autonomy to faculty to carry out research and consulting assignments by 2022

c. Developing a mentorship model where a senior faculty mentors junior faculty members in
each district / region by 2022
6. Develop a performance oriented culture in public institutes by 2022
a. Link variable pay of faculty to performance outcomes such as research output, consulting
projects, etc.
b. Set revenue targets for public institutes for revenues through research / consulting /
infrastructure leasing, etc.
c. Link funding of public institutes to achievement of a pre-agreement target around
enrolments, placements, rankings, accreditation, research, etc.
Excellence
1. Develop & implement policy for attracting NRI academicians and researchers of Andhra origin
a. Developing a mentorship model where a senior faculty mentors junior faculty members by
2022
2. Provide research mentors, which can be global academic or research institutes, for top 10 public
universities depending on faculty, area of specialization, etc. by 2022
3. Incentivize industry to provide grants / research funds to carry out joint research in association
with top 10 public universities in areas of industry-relevance with government partly funding the
research grant in select social impact areas by 2022
4. Incentivize / part-fund industry sponsorship applied research and setting up centres of excellence
in sun-rise sectors such as Textile, Electronics, Tourism etc. and Agricultural research around
major AP crops including Tomato, Cotton and Chilli by 2022

Education Sector paper- Draft for Discussion
INTRODUCTION
2. Introduction
Education is the single most important instrument for social and economic transformation. A well
educated population, adequately equipped with knowledge and skill is not only essential to support
economic growth, but is also a precondition for growth to be inclusive since it is the educated and
skilled person who can stand to benefit most from the employment opportunities which growth will
provide.1
The goal of achieving universal primary education has been central since the Universal Declaration of
Human Rights declared that Education should be made free and compulsory for all children in 1948.
Countries planned their own education programmes. It was in the year 1990, that collective efforts
were made at the global level to improve the state of education across countries. The World
Declaration on Education for All meeting held at Jomtien reiterated the necessity for good quality
education. During the World Education Forum held in Dakar, Senegal in 2000, the right to education
was strongly re-affirmed through the Education for All (EFA) goals including expanding early childhood
education, universal primary education, lifelong learning and skills, improving educational quality,
increasing adult literacy and gender parity in education. The Millennium Development Goals (MDGs)
aimed to ensure that by 2015 all children, particularly girls, children in difficult circumstances, and
those belonging to ethnic minorities, have access to and complete free and compulsory primary
education of good quality. More recently the Sustainable Development Goals have been developed that
build on the MDGs.
THE 2030 AGENDA FOR SUSTAINABLE DEVELOPMENT

We commit to providing inclusive and equitable quality education at all levels early childhood,
primary, secondary, tertiary, technical and vocational training. All people, irrespective of sex, age,
race, ethnicity, and persons with disabilities, migrants, indigenous peoples, children and youth,
especially those in vulnerable situations, should have access to life-long learning opportunities that
help them acquire the knowledge and skills needed to exploit opportunities and to participate fully in
society. We will strive to provide children and youth with a nurturing environment for the full
realization of their rights and capabilities, helping our countries to reap the demographic dividend
including through safe schools and cohesive communities and families.
The National Landscape of Education

The last decade has witnessed a significant and rapid change in the education landscape in India. It has
been recognised that parents, irrespective of their socio economic background, by and large want good
quality education for their children. Access to primary education has been achieved to quite an extent.
The focus is now to improve the quality of education. The Right to Education (RTE) Act is set to make
elementary education accessible to children, improve the infrastructure and availability of teachers
which would help improve the quality of education. Increasingly, state governments are taking steps to
assess learning outcomes among students. States like Gujarat and Madhya Pradesh conduct state wide
assessments of students to ascertain what students are learning in schools. While incentives like the
1
Faster Sustainable and more Inclusive growth. An Approach to the 12th Five Year Plan. Planning Commission 2011.

midday meals, scholarships have helped in getting students to schools, a lot more effort is required to
improve quality of education. A recent trend has been proliferation of private schools in both rural and
urban areas. Therefore private sector has an important role to play in school education. The RTE also
makes a mention that private schools should reserve 25% seats for the socially disadvantaged
students.
Centre State collaboration for higher education has also been further enhanced by initiating the
Rashtriya Uchchatar Shiksha Abhiyan (RUSA) which provides flexibility to the states to access funds as
per their own priorities. There has also been recognition that if the country is to make good of its
demographic advantage, then the populace has to get adequate skills irrespective of their level of
education. This has resulted not only in the formation of a separate Central Ministry but even at the
state level, Skill Development Missions have been set up. A lot of efforts are being made to get active
involvement of the industry to facilitate a process whereby students are offered skills to meet the
demands of the industry.
The next few years will witness transformation as the education system gets aligned to National Skills
Qualification Framework provides multiple entry and exit points to students and focuses on
competency development and not qualification. While this is likely to address multiple requirements, it
will require a paradigm shift in the way courses will be designed, offered, and assessments done. The
Sector Skill Councils will play an important role in it. Thus there is likelihood of an increase in private
sector participation in higher education and skill development. School education will lay the foundation
for students to opt courses helps them understand their potential.
Education Agenda for Andhra Pradesh

Andhra Pradesh will develop its education system both from the human development perspective and
to improve its preparedness for developing into knowledge based economy. The State envisions a
socio-economic transformation that will ensure that each individual is achieving his highest potential
which will reflect in the States high human development indicators. Education will play a key role in
realizing the States vision. Quality education will help the masses move out of the low-income trap by
giving them the opportunity to learn and earn better and gain dignity in society. Andhra Pradesh
proposes to take a holistic life-cycle and outcome-based approach to education by strengthening each
element that will enable children in its society to grow into productive youth who will contribute
meaningfully to the society and economy of the State through their knowledge and skills.
Its vision for education is aligned with sustainable development goals and is geared towards addressing
the specific needs and aspirations of the newly formed state. All citizens have the right to receive basic
education which is a fundamental human right, state would take all possible measures to not only
conform to the provisions under the Right to Education Act for elementary education, but go beyond to
encourage children completing their school education.
In order to increase the level of education for all, it has to be ensured that all children and youth who
are not accessing the education system or dropping out without completing the level of education have
to be targeted. Different strategies have to plan to make sure that all students complete their school
education and there is marked improvement in access to higher education. An aspect that has been in
the discourse for a long time is providing early childhood education. Currently, the focus is more on
improvement in nutrition and health. It has been widely recognised that the pace of cognitive
development of children is fastest in the initial few years, thus, it is important to see how this need can
be addressed.

Technical and Vocational

Higher Education
Education and Training
Secondary and
Intermediate Education Only 30% students opt for post school education
for All students
Almost 50 % students do
Elementary Education for
not complete their school
All Children
education
There is Right to
Early Childhood Education for children in
Education for All children 6-14 year age group
At present children in 2-6
age group do not have
access to education in
government schools
Youth play a key role in economic development of the state, designing the vocational education and
training (TVET) and higher education are important. Skills that meet the emerging needs of the state
need to be provided to students of the relevant age groups. This is important both from the point of
view of the state which needs citizens with varied competencies as well as individuals whose own
aspirations need to be met. The education system has to be designed to meet the requirements of the
labour market as well as provide opportunities to students to realize their potential. Now when the eco
system at all levels is gearing up to promote skill development and the industry is playing a greater role
in shaping up the content of these courses, common perception about vocational education and
training would change. The state would do everything possible to provide market ready skills to all
students in the age group of 18-35.
The state has made consistent efforts to address issues related to education system at all levels. As far
as primary education is concerned, the issues related to access have been addressed to a large extent.
Since more students will be completing their elementary education there will be greater need to
develop the secondary education system. The state will give due emphasis to improving quality of
education at all levels of education. Quality of education is dependent on several factors ranging from
availability of appropriate infrastructure, good teachers/faculty, teaching learning material and good
governance. These aspects will be strengthened by creating a mechanism for collecting robust data
collection. Analysis of this data will feed into the planning process.
The use of technology has increased in the last few years and is likely to increase further in the coming
years. It is estimated that in the next two years there would be about 7 crore mobile subscribers in
Andhra Pradesh and optic fibre network will also be made available. This provided immense possibilities
to improve the education system. Technology will be used for classroom transactions, faculty
development, administration of the institution and overall governance.
Guiding Principles to Education in Andhra Pradesh

The guiding principles at the global and national level have contributed to the vision of the state where
it is recognized that learning at all levels will be given due consideration. While on the one hand the
state aims to achieve global standards in education, it is also committed to provide opportunities to
access education at all levels for all individuals to realize their potential.

Literacy and Lifelong Learning Education for All

Provide tool for making Every child in school
informed choices Complete school education in
Essential for sustainable preparation for higher
human development education
Equity
Inclusion
Quality
Technical and Vocational Education
Higher Education ad Training (TVET)
Realise human potential Acquisition of practical skills,
by providing access to attitudes, understanding and
higher education for all knowledge related to
occupation
Education at all levels will have equity, inclusion and quality central to the planning process. Therefore,
Andhra Pradesh will also have an education system where opportunities for education shall be
strengthened for individuals covering their life cycle from early childhood to adulthood:
1. Early childhood education for children in 2-6 year age group
2. Provision of quality education to those children who are enrolled in schools and have been
given the right to education
3. Identify those children who have not enrolled in formal schools and provide opportunities
for education to them e.g. children of migrants, child labour.
4. Create enabling environment to ensure that all children complete their school education
and are given quality education
5. Provide opportunities for skill development or continuing education for those children who
do not complete their school education
6. Adult literacy for those who have not attended formal schools
7. Introduce vocational courses that are market oriented and increase chances of
employment/self-employment
8. Higher education offers courses at three levels general courses, professional courses and
research oriented education.
The following sections identify the agenda for education at the school and higher education levels.


SCHOOL EDUCATION

3. School Education
The overall literacy rate in Andhra Pradesh stands at 67.41%, which is lower than the national average
(74%) with a higher literacy rate in urban areas - 79.17%, and 62.43% in rural areas. The state is almost
at par with Uttar Pradesh (68%) and Madhya Pradesh (69%) and far below its neighbours Kerala (94%),
Karnataka (76%) and Tamil Nadu (80%). The state also has a high gender gap in literacy (15.8%),
indicating the low literacy and education status of women and girls. The gender gap in literacy is higher
in rural areas than urban. The gender disparity between SC and ST is also evident. While the state
grapples with reducing the gender disparity in overall literacy levels, it has fared well in getting girls to
schools, as reflected by, the proportion of girls from pre-primary to class XII in all the 13 districts of
Andhra Pradesh at 49 % (AP Educational Statistics, 2013-14).In addition to programmes like the SSA,
some state level programmes have focused on getting all children enrolled in schools have contributed
to this very significant achievement. The strategy of getting all out of school children enrolled in
schools has worked well in getting children admitted to formal schools. The following section outlines
some key aspects related to school education which provide some indication of areas to be
strengthened in order to provide quality education to all children:
Early childhood education

While early childhood education is not covered in the RTE act, it forms an integral part of the current
educational framework as it is essential for preparing a child for formal schooling. Early childhood
phase is when more than 90 percent of a childs mental faculty is developed. Inadequate or poor quality
education during this phase can hamper the childs progress during his/her formal schooling years.
Currently early childhood education is largely provided at the Anganwadis. Findings collated in the
Young Lives policy brief2suggests that Integrated Child Development Scheme (ICDS) has a variable
quality, low resources and weak coordination for education. Additionally, it faces stiff competition from
privately owned pre-schools. Some private pre-schools take advantage of these situations by
establishing pre-schools that have no regulation on fees, no fixed criteria for recruiting teachers, no
formal registration and are under equipped. Anganwadis are already reaching out to the most remote
and impoverished areas of the country and therefore they have the potential to support the poorest
children in their transition from pre-school to formal education. The current model of early childhood
education is greatly limited by outdated curriculum, teaching learning material, learning aids and
pedagogy. It does not link up with the requirements and construct of the primary education system.
With the bulk of basic infrastructure in place, the Government has an opportunity to channelize
infrastructural investments towards conditioning existing capital expenditure to play a more effective
and efficient role in the students education.
School Education
National figures on school education show that only half of the children who enrol themselves in
schools complete their school education. This trend is seen in Andhra Pradesh also. There is a
significant drop in number of students at the transition stage post primary school level. While the
number of children accessing primary schools education has increased, there are still a large number of
students who do not complete their school education. This section identifies some issues
2
Early Childhood And the Transition to Primary School: Choices and Inequalities in Andhra Pradesh

Profile of a School
Environment Teaching Management Monitoring
Clean, secure, Trained and pro- School changes led by Measurement of Key
accessible and active teachers Principals Result Areas
hygienic building Building wifi enabled Regular Capacity Assessment of
Well defined Activity Computer Aided Development of students
Areas Learning teachers Mentoring of
Playground with Teaching at the Use of ICT for school teachers
innovative play childs pace administration Transparency in
material Activity Based (attendance, decision making
Ergonomic Furniture Learning maintenance of School Ambassadors
Classroom Formative records, planning) to strengthen
arrangement to assessment Accountability engagement
encourage Activities to inculcate Efficient reporting
collaborative learning good reading habits Community
Space to display Physical activities involvement
students work sports for all, Local solutions
Rainwater harvesting incentives for the hardware clinics for
and waste water talented maintenance
management
Confident and socially aware Students; Inclusive Education; Good learning outcomes; Opportunity
to develop talent; Efficiently run school; Engaged Community
Elementary Education
Prior to discussing the issues related to school education and the challenges faced, let us consider what
comprises a good school. It is not extravagancy but the presence of some elements and the way a
School functions that determines whether the school has the capacity to deliver good quality education
to all students. It is against this backdrop that we now look at different aspects of school education in
Andhra Pradesh. We look at the school education system from three key aspects infrastructure,
access, teachers and quality.
Figure 1 Enrolment in 2014-15
Higher Secondary
Secondary
Upper Primary
Primary
0 500000 1000000 1500000 2000000 2500000 3000000 3500000 4000000 4500000
Source 1: U Dise 2014-15

AS-IS ASSESSMENT

3.1. As-Is Assessment

Infrastructure
The Right to Education Act mandates all states to ensure that the norms specified under the Act are
followed. These pertain to the infrastructure number of classrooms, availability of drinking water,
Figure 2 Ranking for Infrastructure in Primary and Upper toilets etc. We look at the infrastructure from
Primary Schools in Andhra Pradesh the point of view of its preparedness to provide
futuristic education i.e. through the use of
35 31 32 technology. Schools in urban areas have better
30 26
school-level infrastructure when compared
25 20
18 with rural areas.
20
15
15
10 6 Data for school education in undivided Andhra
8
5 Pradesh points to the fact that state faces

0 number of challenges in terms of providing
Access Infrastructure Teachers Outcomes adequate infrastructure in the primary as well
Primary Upper Primary as the upper primary level schools. According
to DISE 2013-14, primary schools in the state
Source: U Dise 2013-14 rank 31 out of 35 states in providing adequate
infrastructure. The situation is alarming for the
upper primary level schools where the state is ranked 32 out of 35 states for infrastructure. Almost 17
percent schools in rural areas are single classroom schools ((Figure 4).
The difference between government and private schools is significant which shows that private schools
are able to attract students due to better infrastructure. The average number of classrooms in
government schools is 4.7 while the corresponding number for private schools is 8.8.
It is recognised that students need to be Figure 3 Percentages of Schools with Computers 2014-15
familiar with technology helping them
Percentage of Schools with Computers
preparing for future. Computer aided
100 93.77
learning is important to make this
90
happen. This is an area where the state 80
70 57.07 57.28
needs to step up its efforts. While States 60
like Kerala have been able to take a 50 38.74
40 28.06
computer to almost every classroom, 30
20
only 30 percent schools in Andhra 10
Pradesh report having a running 0
Andhra Karnataka Kerala Maharashtra Tamilnadu
computer setup. Pradesh
The aforementioned figure clearly Source: U DISE 2014-15

highlights poor penetration of technology within the state. As a result, implementation of ICT based
interventions such as computer aided learning and ICT enabled teacher training model have not been
progressed. The same is corroborated by the concerns expressed in the review missions3 for every
3
RMSA, Third Joint Review Mission, 13 -27 January 2014

state, wherein it was highlighted that the level of resourcing and use of ICT both in the administration
of schools and teaching of students do not match up with the current demand.
As represented in Table 1, the mean score for science subjects in Andhra Pradesh lies at 237 4,
significantly below the National Average of 250. The State has inadequate number of biology, physics
and chemistry laboratories (23.7 percent, 26.4 percent and 26.3 percent respectively) in secondary
schools. Once these students reach the secondary school level, the problem is likely to get further
accentuated due to paucity of adequate number of laboratories.
Figure 4 Percentages of Single Class Room Schools in Rural and Urban Areas 2014-15
20 16.91 Single Class Room Schools in Rural and Urban Areas 2014-15
15
10
4.01 3.6 4.15
5 2.3
1.13 1.53 1.22 0.99
0 0 0.43
0
Andhra Pradesh Mahrastra Karnataka Tamilnadu Kerala Gujarat
Rural Urban
Source: U DISE 2014-15
Table 1 NAS Class VIII Science Achievement Scores

Science Achievement
S.No. States/UTs Mean Score
6 Kerala 261
22 Gujarat 247
26 Karnataka 241
29 Andhra Pradesh 237
30 Tamil Nadu 237
Source: RMSA 3rd Joint Review Mission 13-27 January 2014, pg. 32 (NAS Class VIII survey 2012, NCERT)
With a majority of students opting to take up science as their choice of stream at higher education level
within the state, it becomes all the more important for the state government to ensure that adequate
infrastructure is in place so as to strengthen students foundation of core subjects by encouraging a
shift from theoretical knowledge model to a practical based model. Strengthening school infrastructure
has been identified as a key area in the RMSA.
The overall aim to achieve quality education is highly dependent on making teaching learning
transaction as engaging and meaningful as possible. In order to ensure this, it is imperative to have
motivational factors involved in the day to day life of children (in the form of activities and sports) to
ensure healthy brain and physical development 5. Activity Based Learning (ABL) plays a vital role
towards achieving quality education. Congruent to this, the Right to Education for all Act stipulates the
4
RMSA, Third Joint Review Mission, 13 -27 January 2014
5
The importance of play in promoting healthy child development and maintaining strong parent-child bonds

provision of a playground in each school. It was found that, only about 54.7 percent of the schools
offering elementary education in the state 6have a playground for their students (corresponding figure
for Punjab stands at 95.7 percent). It was noted that most of the schools conduct outdoor activities
either in school verandas or public parks 7.
Access to Education
The total numbers of schools in the state is Figure 5 Percentage of Students enrolled in Private Schools at
61,128, including management schools. There Elementary Level 2013-14
are, however, 2117 habitations (4.3%) without Percentage of students enrolled in Private
50.00% 44.50%
primary schools, and 2485 (5.0%) habitations schools at elementary level (2013-14)
without upper primary schools8. A majority of 40.00%

such habitations are in Visakhapatnam and 30.00%
Srikakulam districts, primarily in tribal
20.00%
pockets9.Other than this, access to school at the 12.50% 12.52%
primary school level has made significant 10.00% 7.25%
2.35%
progress. It is at the secondary school level that
0.00%
the state needs to focus its attention where BIHAR WEST BENGAL ODISHA TRIPURA ANDHRA
there is a drop in enrolment. PRADESH
Source: DISE 2013-14

It is evident that neighbouring states like Kerala
and Tamil Nadu are providing much greater access to students at secondary level. Even large state like
Maharashtra has more GER10 for students at secondary level. Various reasons can be attributed to the
trend such as seasonal migration, illiteracy, economic backwardness and lack of awareness11.While the
state of Andhra Pradesh has made a very systematic progress towards realising the goal of universal
access to education for all, dropout rates, transition rates and enrolment rates for girls and for
students from marginalised groups can be further improved. There is another possible factor that
needs to be understood. Almost 44.5 percent of the students enrolled in the elementary education
system are enrolled at private schools. In fact the State accounts for one of the highest percentages of
students enrolled in private elementary schools 12.
Almost half the population of students at elementary level has enrolled in private schools. Major
reasons for higher inclination towards enrolment in private schools has been noted to be the fact that
privately owned schools include providing tuition in English, proper scheduling of classes and practicing
strict rules in school premises which is a notion that highly prevails amongst parents. As mentioned
earlier, the infrastructure in terms of classrooms is also better. Ambitions to secure children's
education drives parents to enrol their children in privately owned schools despite higher fees and
6
Flash Stats DISE 2013-14
7
2nd Half-Yearly Monitoring Report of Sarva Shiksha Abhiyan of Andhra Pradesh (1st April 2012-30th September 2012)
8
Andhra Pradesh State Statistical Abstract, 2014, Planning Department.
9
Analysis based on the GIS Map, AP State Statistical Abstract, May, 2014.
10
Gross Enrolment Ratio (GER): Total enrolment in primary education (Grades I-V), regardless of age, expressed as a percentage
of the eligible official primary school-age population (6+ to 10+ years) in a given school-year.
11
Evaluation on Sarva Shiksha Abhiyaan, Program Evaluation Organization, Planning Commission, Government of India, May
2010
12

household poverty which makes fee paying challenging13. Since completion of schooling is an important
milestone for pursuing higher education of vocational training, secondary school education, especially
thorough government run schools needs to be strengthened.
Teachers
The state of Andhra Pradesh has made Figure 6 Percentage of Teachers received in-service training 2014-15
progress towards implementation of the
Right of Children to Free and Compulsory 80
67.68
Education Act 2009. It takes pride having
60
one of the healthiest pupil-teacher ratios
42.4
in the Country; with 23 students to a 40 30.87
37.81
teacher at the primary level, 16 students 21.06

25.66
19.06 19.57
to a teacher at the upper primary level 20 15.13
9.4 7.62 7.87
and 18 at the secondary level. It is also
0
heartening to note that 99.97 percent of
Andhra Mahrastra Karnataka Tamilnadu Kerala Gujarat
the teachers engaged at Government Pradesh
Rural Urban
schools in Andhra Pradesh hold the
required professional qualifications, almost Source: Flash stats U DISE 2014-15
equalling the record set by Delhi and Gujarat record a cent percent estimate for percentage of teaching
staff holding the required teaching qualification.
However, the State is still grappling with issues related to unavailability of specific subject teachers and
non-equitable distribution of teachers across rural & urban areas. In fact more than 16 percent of
schools offering elementary education in the State is operating as single teacher, single classroom
setups.
Given that the teacher is at the centre of teaching-learning transactions, the quality of an education
systems teacher workforce directly determines the learning outcomes of students. In-service teacher
training plays an important role in helping teachers in staying abreast with the latest developments in
curriculum, pedagogy etc. This in turn helps them in improving the quality of education they impart in
their classrooms. In the academic year 2013-14, only 19.1 percent of the teachers in Andhra Pradesh
reported received any in-service training14. This is a cause of concern as during the same period states
such as Gujarat, Karnataka, Tamil Nadu and Maharashtra reported corresponding figures of 93.4
percent, 85.5 percent, 66.0 percent, and 60.6 percent respectively. The Joint Review Mission carried
out on Teacher Education in Andhra Pradesh highlights the paucity of resources/faculty as one of the
major reasons for recording low figures for in-service teacher training. It has been found that about 70
percent of posts are vacant in Teacher Education Institutions with appointment of new faculty stalled at
all institutions (SCERT, DIET, and IASE etc.). Additionally, due to shortage of human resources, District
Institutes of Education and Training have been concentrating on pre-service teacher education and in-
service teacher training initiatives get a lower priority. Mandal Resource centres which have been
tasked with providing in-service teacher training are burdened with the responsibility of managing both
academic as well as administrative duties which in turn affects the teacher training component
involved. The mission stressed on the urgency of developing an interim procedure/ad-hoc arrangement
13
Early Childhood And the Transition to Primary School: Choices and Inequalities in Andhra Pradesh
14
Source: Elementary Education in India: Trends (2005-06 to 2014-15) P.No.05

to deal with the paucity of resources and suggests filling up 30 percent of vacancies via direct
recruitment.15
There are some good initiatives being taken up with the support of civil society organizations. For
instance Azim Premji Foundation works in 6 districts in Andhra Pradesh - East Godavari, West
Godavari, Medak, Kadapa, Vishakhapatnam and Nizamabad where it has set up district institutes that
offer on the group support in different aspects of education. The Foundation works across 278
anganwadi centres to develop pre-school education conduct leadership training for the head teachers
and carry out high quality research. These are good efforts but clearly much needs to be done to
develop the capacities of teachers.
Rural Urban Variations
There is a gap between rural and urban areas in Andhra Pradesh in terms of availability of teachers and
infrastructure. According to education data for 2014-15, there are 50,659 schools in rural areas and
11,256 schools in urban areas. As is evident in the Tables given below there are more single teacher
schools in schools located in rural areas. Fewer teachers have received in-service training. The
proportion of schools with single classrooms is much higher and availability of computers in schools is
much less in the rural schools. While this trend is seen across the states, the difference is more
pronounced in Andhra Pradesh.
Single Teacher Schools 2014-15
Rural Urban
Andhra Pradesh 19.27 5.17
Maharashtra 3.64 1.23
Karnataka 9.93 2.08
Tamil Nadu 2.90 0.98
Kerala 2.54 0.58
Gujarat 1.91 0.95
In-Service Teacher Training 2014-15

Rural Urban
Karnataka 42.4 21.06
Tamil Nadu 37.81 19.57
Kerala 15.13 7.87
Gujarat 67.68 25.66
Single Class room Schools 2014-15

Rural Urban
Karnataka 4.15 1.53
Tamil Nadu 0.00 0
Kerala 2.3 0.43
Gujarat 1.22 0.99
Schools with Computers

Rural Urban
15
Andhra Pradesh JRM on Teacher Education, February 2014


Karnataka 25.65 59.33
Tamil Nadu 52.24 73
Kerala 93.14 95.76
Gujarat 71.23 85.66
District wise variations in dropout rate at Elementary Level (I-VIII) - 2013-14
45
Quality of 40
39
Education 35 31 31
34
31
30 Figure 7 District wise variations in dropout rate at Elementary level (I-VIII) 2013-14
26
25 24 25
The mere fact 25 23 23
20 19
that a child 20 17 16
15 15 14
enrolled in a 15 13 12 12
11 12
school, 10 7
doesnt 5
guarantee -
his/her -5
-3 -4
completion of -10
school
education. Dropout rate at Elementary Level (I-VIII) - 2013-14 - ALL Boys
There are a Dropout rate at Elementary Level (I-VIII) - 2013-14 - ALL Girls
number of
push and pull factors that determine whether the child would complete schooling. There is ample
evidence that suggests that all parents want good education for their children for it is believed that it
would help them improve their quality of life. When they do not receive satisfactory education, they
tend to drop put. Incentives do play a role in holding them back in school, but providing quality
education is
necessary to Source: Flash Statistics DISE 2013-14
get them
interested in studies and other activities related to schooling. With an elementary school level dropout
rate of 3.2 percent and secondary school dropout rate of about 12.7 percent, the State needs to invest
in improving upon the quality and relevance of the education it is providing through the public
schooling system. De-motivating factors such as poor infrastructure, distance to school, lack of
drinking water and separate toilet facilities have been identified as few reasons for dropout.
Primary Upper Primary Secondary Higher Secondary

Boys Girls Boys Girls Boys Girls Boys Girls
Andhra Pradesh 4.31 4.39 3.46 4.12 11.95 13.37 12.65 10.85
Karnataka 2.42 2.21 2.31 2.73 28.49 26.57 0 0
Kerala 0 0 0 0 17.30 11.40 6.95 4.50
Maharashtra 0.51 0.59 0 1.50 15.04 13.78 2.85 3.89
Tamil Nadu 0.53 0.39 0.46 4.38 16.13 7.99 4.55 4.35
Table 2 State wise Comparison on Dropouts 2014-15 (Source DISE 2014-15)
While the efforts of the state has brought down the drop-out rates especially at the secondary level,
but it is still quite high. Almost one third students drop out between classes I-X. There are district level
variations in school dropout rates. Districts like Kurnool, Prakasham, Vizianagaram, Nellore and
Kadapa have higher dropout rates than districts like East Godavari and Vishakhapatnam.

Table 3 Dropout rates from 2008 to 2014 All (Boys &Girls)

Specific factors leading to drop outs in these
districts need to be understood and addressed. It
Dropout rates from 2008 to 2014 ALL (Boys and Girls)
was also noted that the dropout rates were
Year Elementary Level (I-VIII) Secondary Level (I-X)
maximum for Class V. The SSA, 18th JRM
2008-09 34.89 60.73 attributes access and transition issue as the
2009-10 26.44 53.36 reason for high dropouts. The review
2010-11 22.34 46.21 recommends revisiting the definition for drop outs
2011-12 20.79 45.71 and having in place a uniform methodology of
2012-13 26.48 37.82 collecting data since it was also found that many
2013-14 25.85 32.64
states have their own understanding of the term
drop out and hence there exist a different
methodology for data collection16.
On the positive side, the state has lesser average annual average dropout rate for girls in comparison
to boys at both17 primary (3.05 % to 3.30%) and upper primary level (3.26% to 3.36%). Programmes
such as NPEGEL and KGBV have played a vital role in promoting enrolment and retention of girls at
elementary level.
There is increasing awareness to measure the learning outcomes of students. Some states like Gujarat
and Madhya Pradesh conduct their own state wide surveys Gunotsav and PratibhaParv respectively to
assess what the child learns in school. Andhra Pradesh does not conduct state wide survey. Some
national level surveys reflect how the state is performing in comparison with other states. For instance
the National Assessment Survey (NAS) for class 8 shows below average performance for the students
in Andhra Pradesh. While the scores of class 3 students were at par with the national scores both in
language and mathematics, it was not the same with class 8 students. The average scores of students
of class 8 were below the national average in all subjects reading comprehension, mathematics,
science and social science. According to ASER 2015, there has been a downward trend for class 3
students for both reading words and comprehension in the last five years. For class 5, the difference is
not very significant in both language and arithmetic. All these indicators reflect the need to improve
the quality of education at all levels especially at the upper primary level. Since there are no national
level surveys carried out for secondary school level, it is difficult to make a similar assessment.
However, it is seen that the pass percentage of students at the SSC level in the state has increased
from 75% (2008) to 89% (2014).
Technology is a great leveller and can play an important role in bridging the gaps across geographies
and make good quality content available. It was mentioned earlier that there is limited availability of
computers in schools. However, the state through Mana TV has a dedicated channel for school
education. The channel is utilized by the SCERT and SIET. The pre-recorded programmes are
transmitted for primary and secondary school students 6 days in a week. The channel covers the entire
16
SSA, 19th Joint Review Mission (January 13-27, 2014)
17

gamut of mainstream educational and administrative activity and also several development activities
like grass roots governance. The state would step up its efforts to make digital content available to
teachers and students through television or other forms of media. If this is aligned with the training
need requirements of teachers, it can play a supportive role to enhance quality in education.
3.2. Intermediate Education in Andhra Pradesh

Higher secondary education or intermediate education (as denoted in states such as Andhra Pradesh,
Telangana, Bihar and Uttar Pradesh) forms the cornerstone for the career choice that an individual
makes for himself/herself. The courses at this level of education branch out to more specific areas
enabling children to pursue their choice of available streams. Specific courses entail children to gain a
proportionate amount of practical knowledge as against the theoretical knowledge in order to form a
solid foundation of core subjects and enable smooth transition towards higher education. However with
each state having its own state school education board, there arise certain challenges that need to be
carefully viewed through the lens of human capital development while ensuring that the same are dealt
with/rectified at the earliest. In Andhra Pradesh the intermediate education has three main issues
based on academics, management and infrastructure18.
In comparison to the secondary level of education in the state, there is a significant decrease in Gross
Enrolment Rate and Net Enrolment Rate at the intermediate level of education which stands at 60
percent and 38 percent respectively.
As highlighted in the aforementioned sections, reasons that attribute to decline in enrolment are
migration and discontinuity in education as a result of students opting to work instead of completing
their education. This has also affected the transition rate at higher secondary level which stands at 77.
As reported in the NUEPA state secondary education report card (2013-14), 6% secondary schools in
Andhra Pradesh are single teacher class rooms and highest pupil teacher ratio at higher secondary
level of education.
ICT penetration at secondary education in Andhra Pradesh is poor. Only 23 percent schools are
equipped with computers and only 14 percent schools having computers with internet facility. As
reported in white paper on Human Resources and Social Development in Andhra Pradesh during the
11th five year plan the government of India approved the computer education programme (ICT) for 700
government junior colleges with a project cost of INR 93 crores under the scheme. However the
scheme was not implemented and as a result the entire amount lapsed. Such cases negatively affect a
students practical knowledge of a core subject with limited exposure to application based knowledge.
In terms of infrastructure, there are 58 new junior colleges which are functioning in Z.P High schools
premises without land and building of their own. Further UDISE 2013-14 data reports major issues in
terms of providing adequate facilities to children at higher secondary level in the school premises. It
was found that Andhra Pradesh fares poorly in comparison to states such as Gujarat, Karnataka,
Kerala, Maharashtra and Tamil Nadu in terms of provision of toilets, library, playground and electricity.
It was found that only 73 percent and 79 percent schools in Andhra Pradesh at Higher Secondary level
have playgrounds and library facility.
18
White Paper on Human Resources and Social Development in Andhra Pradesh

Further only 71 percent and 74 percent schools at higher secondary level have separate toilets for
boys and girls. One may correlate this as a de-motivating factor with declining enrolment at higher
secondary level. Only 90 percent of schools in Andhra Pradesh have electricity provision in comparison
to Gujarat, Karnataka, Kerala, Maharashtra and Tamil Nadu where 100 percent, 93 percent, 99
percent and 98 percent of schools provide electricity respectively.
There are about 444 Government Junior Colleges including 8 exclusive Government Vocational Junior
colleges as against 2280 private unaided Junior Colleges and 131 private aided junior colleges. The
enrolment of students in Government Junior colleges is 1, 99,147and 92,632 in aided colleges. In both
these categories of institutions the enrolment of students has dropped.
Table 4 Enrolment of students in Government and Aided Junior Colleges
S.No Category No. of colleges Year 1 Year 2
Boys Girls Total Boys Girls Total
1 Government Junior 444 47308 41186 88494 59496 51157 110653

College
2 Private aided colleges 131 20731 17377 38108 30920 23604 54524
3 Exclusive vocational 8 15 40 55 72 135 207
junior colleges
According to the white paper on Human Resources and Social Development in Andhra Pradesh the
intermediate education has three main issues based on academic, management and infrastructure. The
trend shows that there has been an increase in enrolment in Private colleges. The government run
colleges are facing some challenges in offering market relevant courses. Colleges find it difficult to
recruit faculty. Only 53% of recruitment has taken place in the colleges. With a lot of retirement of
both teaching and non-teaching staff in aided junior colleges there is need to fill up the vacancies.
There are 58 new junior colleges which are functioning in Z.P High schools premises without land and
building of their own. 21 Mandals do not have any junior colleges thus affecting access to intermediate
education.
While there are certain challenges that have been identified at the intermediate education level, it is
not to undermine the efforts that the state is putting towards improving the access and quality of
education. There has been a significant increase in the number of qualified teachers (B.Ed. and M.Ed.)
at secondary level which sets the right tone for recruitment at higher secondary level. Further the
states request to introduce vocational education in five trades viz. automobile, IT &ITeS, Security,
beauty & wellness and health in additional 230 government schools from class 9th onwards in academic
session 2014-15 has been considered by PAB. The state has also put in efforts towards upgrading
KGBV and Ashram school into secondary schools and has taken the initiative to extend Mid-day meal
scheme up to the secondary level along with providing free textbooks to students belonging to
SC/ST/Minority. With a recommendation of a holistic project based approach to interventions aiming at
putting selected activities together so as to track the outcomes and objectives through certain
indicators in a timely manner, the state is moving on the right track to improve the quality of
interventions and setting the context for adoption of the same strategy at higher level of
education.19There is an undercurrent targeting greater prosperity; most of those who reach the higher
19
Minutes of the 44th RMSA PAB Meeting (24th Integrated RMSA PAB meeting, 1st May 2014)

secondary education level prefer to take up sciences as their specialized stream of education (53.8
percent of students). The Government is faced with a situation where it needs to channelize this
undercurrent towards building its economy. There is a need to interlink vocational education with the
existing school education model (especially at the secondary schooling level) and explore opportunities
to setup and operationalized apprenticeship models where students study, learn and work at the same
time.
Figure 9 State variations in Gross Enrolment Ratio Figure 8 GER (Higher Secondary Level) 2014-15
(Secondary Level) 2014-15
120 State Comparision on GER in Secondary GER in Higher Secondary Level
Level
103.24
90
100 91.89 77.52
89.31 80 76.87
81.8
80 72.4 70 62.2
60
51.63
60 50
40 32.96
40
30
20
20
10
0 0
Andhra Karnataka Kerala Maharashtra Tamilnadu Andhra Karnataka Kerala Maharashtra Tamilnadu
Pradesh Pradesh
Source Flash Statistics- U DISE 2014-15 Source Flash Statistics- U DISE 2014-15
Pupil Teacher Ratio in Higher Secondary Level

Percentage of Intermediate Colleges with
50 Library (2013-14)
45 43
120%
40
35 99% 98% 98%
35 100% 93%
87%
30 28
26 79%
25 80%
20
20
60%
15
10 40%
5
0 20%
Andhra Karnataka Kerala Maharashtra Tamilnadu
Pradesh
0%
Andhra Gujarat Karnataka Kerala Maharashtra Tamil Nadu
Pradesh
Figure 11 Percentages of Intermediate Colleges with

Figure 10 Comparisons on Pupil Ratio at Higher Secondary
Library 2013-14
Level 2014-15

Percentage of Intermediate Colleges with

Percentage of Intermediate Colleges with Playground (2013-14)
computers and internet (2013-14)
100% 94%
100% 94% 89% 88%
90% 84%
90%
78% 80% 73% 73%
80%
67% 70%
70%
57% 60%
60%
50% 50%
40% 40%
30% 21%
30%
20% 14% 20%
10% 10%
0% 0%
Andhra Gujarat Karnataka Kerala Maharashtra Tamil Nadu Andhra Gujarat Karnataka Kerala Maharashtra Tamil Nadu
Pradesh Pradesh
Figure 12 Percentages of Intermediate Colleges with Figure 13 Percentages of Intermediate Colleges with
Computers and Internet (2013-14) Playground (2013-14)
Vocational Education
There is an undercurrent targeting greater prosperity. More and more children are enrolling at
different levels of schooling; most of those who reach the higher secondary education level prefer to
take up sciences as their specialized stream of education (53.8 percent of students). The Government
is faced with a situation where it needs to channelize this undercurrent towards building its economy.
There is a need to interlink vocational education with the existing school education model (especially at
the secondary schooling level) and explore opportunities to setup and operationalized apprenticeship
models where students study, learn and work at the same time.
Figure 15 Availability of Vocational Streams in Figure 14 Enrolment of Vocational Stream in

Intermediate Education (2013-14) Intermediate (2013-14)
Availability of Vocational streams in
Intermediate Education (2013-14) Enrolment in Vocational Stream in Intermediate
90000 (2013-14) 75996 78080
14.0% 80000
12.6%
70000
12.0% 11.1% 10.9% 52997
60000
10.0% 50000
8.6% 35558
40000
8.0% 30000
17603 1510414799
20000 12876
6.0%
10000 22172157 420 438
4.0% 0
2.0% 0.8% 0.6%

0.0%
Andhra Gujarat Karnataka Kerala Maharashtra Tamil Nadu
Pradesh
Boys Girls

In order to ensure that students do not compromise on completing their education while simultaneously
attain industry specific skill set for better job prospect, the government introduced Vocational
Education Scheme which was initiated with a view of incentivizing attainment of complete education. It
was however highlighted in 24th Integrated RMSA PAB meeting, that there is no clarity on the trades to
be taught under the scheme. Additionally, the state had identified 46 junior colleges where the scheme
could be implemented, however it was found that these colleges were purely vocational colleges
thereby defeating the purpose of integrating vocational education with regular school education. As a
result the state was not able to disburse funds leading to a situation where the scheme could not be
implemented within these colleges. A World Bank report on skill development in India mentions that the
major problem areas in Indian vocational education and training are: lack of sufficient private sector
participation in the management of institutions and curriculum, lack of proper funding model, and a
strong mismatch between the labour market and the courses offered (World Bank, 2008). From a
sociological perspective vocational education has been considered only suitable for students whose
potential for academic courses are poor (Kumar, 2009). This perception also constitutes a major
challenge for planning and progress of VET. 20 Further, UDISE 2013-14 data for Andhra Pradesh
reports that vocational streams contribute to 8.6 percent of total available streams at higher
secondary level correspondingly reporting the total enrolment of boys and girls as 17603 and 12876
respectively.
3.3. Current Initiatives

Badi Pilustundi a recent initiative of government aims to include those children into mainstream education who were unable to
avail of the benefits of education due to these children either never enrolling, dropping out, migrating, being disabled physically or
mentally or being engaged to work as child labourers. The Badi Pilustundi scheme first sought to work with all the stakeholders
involved in reaching out those who most needed to be educated via NGOs, SHGs and officials already working in this direction.
This scheme was set up in order to ensure that there was 100% enrolment of all eligible children in schools, to bring back students
who have dropped out, to ensure that no child in the age gap of 6-14 years is left out of school, to bring back all children into
schools in accordance to the child labour prohibition and regulations 1986, to improve infrastructure in schools and also ensure
monitoring at the district and state levels so that targets could be met. The Janma bhoomi Maavooru involved sensitizing people
on several campaigns including the Badi Pilustundi, in order to bring about the overall growth and development of the state
beginning at the grassroots.
Issues and Challenges

The following issues related to policy, infrastructure, technology, institutional level and governance
need to be addressed by the State Government.
Policy Education department does not have focus on early childhood education, it is primarily being
addressed at the Anganwadis
High proportion of child labour in the state. Will significant construction work envisaged in future, the
need to address their educational needs will become more pronounced
Learning outcome assessment not being done in the state on a regular basis;
No separate scheme for areas with low education performance;
No incentives for teachers and schools to perform better
Infrastructure The state has improved its infrastructure but in comparison with other states, there is much left to be
desired
Schools not internet enabled, therefore limited use of ICT in classrooms;
All secondary schools do not have science and computer labs
Technology Very limited use of technology in schools for classroom teaching, school administration and
governance;
Limited use of technology in teacher training
20
Preparation for the World of Work: Secondary and Higher Secondary Education in India Charanya Raman Vishal Gupta W.P.
No.2015-02-03 February 2015

Institutional Quality of school education needs improvement;

In-service training of teachers is a weak area that requires immediate attention; There is shortage of
faculty to conduct the training of teachers;
Vocational education in schools/colleges at intermediate levels not need based;
Governance Availability of data from different sources not uniform;

Limited data available for outcome indicators e.g. how many children complete their schooling, no
state level initiative to assess learning outcomes of students

3.4. SWOC Analysis

Strengths: Weakness:
Presence of strong teacher workforce in terms of Shortage of teachers especially at the secondary
number of teachers education level
Ideal pupil-teacher ratio required to provide access Poor technology penetration for using ICT for
to quality education strengthening Supporting quality of teaching-
Increasing GER and transition rates coupled with learning transactions
high uptake of science stream in the secondary Inadequate infrastructure and TLM for supporting
education level, ideal to link secondary education improved models of teaching- learning transactions
with vocational training / Education High volume of first generation learners where
Existence of a system of resource coordinators and families have limited understanding of the intrinsic
school management committees( SMCs) that can and economic value of education
support with monitoring of quality of education A model of education that is highly text book based
and poor at engaging the student
Opportunities: Challenges:
Ability to use ICT enabled models for teacher Limited availability of funds available for investment
training, teacher education and teacher performance vis-a-vis the multiple areas that require attention.
assessment The need for innovative solutions that can deliver
The ability to use ICT to improve upon concurrent quality model of school education
monitoring of quality of education The need to a gestation period for reforms in pre-
The ability to channelize infrastructure and TLM service teacher training and education
investments towards improving quality of education The need to a gestation period for Knowledge,
and its economic outcomes Attitude& Practice to evolve in term of marginalized
Opportunity to move from incentives driven model groups/communities perception of the value
for universal access to education to opportunities of/return on education.
driven model for access to education Planning to achieve the SDGs related to education
Opportunity to form strategic partnerships to make i.e. inclusive and equitable quality education and
investments more strategic and efficient promote lifelong learning opportunities for all

SECTOR VISION

3.5. Sector Vision

This education system in Andhra Pradesh would prepare the citizens to meet the challenges of the 21st century. It would aim to
create an education hub and a knowledge state that promotes lifelong learning providing employable skills to all. In the next 15
years, the state would aim to universalize quality school education and develop higher education according to global standards.
The mission of the Education would be to provide equitable opportunities for education to all children so that they develop into
responsible citizens who contribute to the development of the State. To achieve this, the state will provide a balanced and well-
rounded education to children, develop them to achieve their full potential, and nurture them into good citizens, conscious of
their responsibilities to family, society and country.
The Vision 2020 document clearly lays down priority areas for education. Relevant areas identified
for school education are as follows:
Focus Area Strategies

Promote education among women Increase demand for primary and secondary education among women
Increase access to education for girls
Focussing vocational and higher Providing more options in vocational and technical education at secondary and higher
education on developing secondary level
marketable skills Providing more specialised courses in higher education that reflect the needs of the
economy and society
Creating effective frameworks for Putting in place a decentralised participatory management framework (local control
managing and funding education through school committees)
Ensuring government spending is largely directed towards primary and secondary
education
One significant aspect is that while the state education as an industry, it recognizes that government
will need to spend on primary and secondary education to lay a strong foundation for higher education.
3.5.1. Strategic Focus Areas: School Education

The vision document builds on the areas already identified in the Vision Document and further
identifies strategic focus areas. The state will focus on seven strategic areas related to school and adult
to realize its vision for school education.
S.No Strategies Initiatives

Link adult education with the SHG network
Improve literacy levels, especially of
Easy access to educational material for adult education
1 women, through Adult Education
Offer adult literacy to individuals with low literacy levels when they enrol
initiatives
for skill development
Incentives/Schemes for girls, children from tribal population to complete
Access to quality education for their school education
children from the marginalised Bridge classes for children of migrant population whose number is likely
2
communities (STs, Minorities) and to increase with massive infrastructure development in the coming years
migrants Special focus on districts with poor performance on education indicators.
Develop district school improvement programme for these districts
Link Anganwadis with primary schools
Early childhood education integral part Develop educational material for pre-school education
3
of primary education Capacity development of anganwadi teachers to equip them to offer pre-
school education.
Ensure that all schools meet the infrastructure related norms within a
year
Infrastructure in schools to create an All mandals to have junior colleges
4 enabling environment for school Additional room to start early childhood education classes in primary
education at all levels schools
Separate science and computer laboratories in all secondary,
intermediate schools

S.No Strategies Initiatives

All schools to be IT enabled to use ICT for classroom transaction, school
administration and governance
5 Empowerment of teachers and head Improve quality of in-service teacher training by making it need based and
teachers for school development regular
Make use of ICT for teacher and leadership training, involving resource
persons from other relevant fields such as management, educationists
from other states/countries
Segregate the academic and administrative functions at the Mandal
Resource Centres provide additional resource at the MRCs
Offer self learning courses for professional enhancement of teachers
Develop career growth paths for teachers to motivate them
6 Improve vocational education in Offer more vocational courses in schools that are market linked;Multiple
schools entry and exist points for the students will be provided to ensure
flexibility.
7 Monitoring of outcomes Develop outcome based monitoring framework
1. Improve Literacy levels, especially of Women, through Adult Education Initiatives

As the State progresses towards higher levels of learning and an improved quality of education at the
school level; there is a need to reflect on the education/literacy needs of those who did not have the
opportunity to receive formal schooling. When it comes to adult literacy (for individuals above 15 years
of age) Andhra Pradesh is one of the poorest performing States in India. As per Census 2011, Andhra
Pradesh reported a literacy rate of 67 percent and a female literacy rate of 59.2 percent. With its
neighbours reporting literacy rates as high as 94 percent (Kerala), there is a clear need for a State run
program that seeks to provide adults with access to education and teaching required to develop basic
literacy and numeracy.
Strategic Interventions
1. All Self Help Groups (SHGs) in the State definitely have members who are literate (including
financially literate). These members are usually responsible for managing the affairs of a SHG.
The Government may want to explore the option of developing an adult literacy program and
linking the same with the strong SHG network in the State.
2. Educational Material (ICT and Paper Based) that can help adults in attaining basic literacy and
numeracy should be made more readily available for access. Such material already exists and
efforts do not need to be invested towards developing the same.
3. The Governments efforts towards strengthening the reach and relevance of the vocational
skills training machinery in the State can also be complemented with a focus on adult literacy.
A number of individuals who might enrol in some of the skills trainings may not be literate and
the training programs should include a component that can help them in overcoming this
barrier.
Investment
This component does not need any dedicated investments. It is simply a change in focus that needs to
be backed with relevant strategies. The Government may need to set aside some amount to ensure that
material that can help in improving adult literacy is readily available. However, this cost is expected to
be a nominal one.
Partnerships

Adult literacy is a space where the Government can look at strategic tie ups with corporates (through a
CSR route or through a PPP route). A number of corporates are already operating CSR initiatives in the
space of adult literacy. Further, a number of corporates such as Tata Consultancy Services (TCS)
have developed models/solutions for adult literacy. TCS has developed Computer Based Functional
Literacy Solution for Adult Literacy. The model is noted for the fact that it is independent of an
instructor and that the pace of teaching-learning can be adjusted to the students level of comfort.
In Mizoram, the Government developed a model wherein all government officials and community leaders were expected to take
charge of five adult and help them towards attaining basic literacy and numeracy. The Government also setup 360 Continuing
Education Centres to ensure that the adults who wish to continue to improve upon their level of education are able to do so
through a formal/institutionalized route.
2. Access to quality education for children from the marginalised communities
The State of Andhra Pradesh has made a very systematic progress towards realizing the goal of
universal access to education for all. However, dropout rates, transition rates and enrolment rates for
girls and for students from marginalized groups remains can be further improved. UDISE data for
2013-14 reports percentage enrolment of SCs, STs, OBCs and Muslims at 18.5%, 7.1%, 48.4% and
8.2% for secondary level while the corresponding figures at higher secondary level reported were
18.6%, 7.5%, 44.6% and 5.5% respectively. Within the aforementioned figures the enrolment for girls
stands at an average of 49.7% for SCs, 47.3% for STs, 48.5% for OBCs and 51.8% for Muslims at both
secondary and higher secondary level of education. Further the average annual dropout rate for girls
stands at 13.2% while transition rates for girls from secondary to higher secondary level stands at
76.1%.
Moreover, the government expects that its initiatives towards urbanization and industrialization will
lead to large scale in bound migration to the State. Given that a large share of this migration will take
place with entire families moving to the state in search of short terms employment; education of their
children is likely to suffer, if alternatives are not available to them.
Strategic Intervention
1. The State will ensure that it puts in place enough resources to provide bridge education
(elementary) to the children of these migrants. Existing bridge class models will be replicated or
scaled up as per requirement.
2. Special schemes/interventions will be developed to encourage girls from the disadvantaged
communities to complete their school education. Many states like Odisha and Delhi have schemes
for girls where amount is released on achieving a milestone. Online transfers are made in most
cases.
3. Some districts have poorer indicators related to education than other states. Special focus will be
given to these districts and district school improvement programmes will be developed in
partnership with organisations with relevant experience.
Investment

While the State will need to make budgetary allocation for the schemes, a fair share of the required
investment to organize bridge classes can be arranged through partnerships with corporate under their
CSR schemes/programs. Further, given that the aforementioned bridge education will have to be
provided at site, the Government may look at the Non-Government Organizations (NGOs) for
manpower/technical support. For example, Bharti Foundation, the CSR arm of Bharti Enterprises group
has been recognized for its efforts towards bridging the educational gap between rural and urban India.
Their special focus towards providing quality education to girls falling under the disadvantaged and
underprivileged groups through setting up Satya Bharti Schools has been recognized 21.
There are several good examples of programmes developed by the not for profit organizations. As an example, Vidnyanvahini22,
a non-profit organization that seeks to bridge the gap between teaching science in rural and urban schools in Maharashtra
launched a flagship project, namely Mobile Science Laboratory. It aims to provide practical exposure to students enrolled in rural
schools which do not fall under the purview of state grants. The minibus equipped with AV equipment, lab apparatus, UPS and a
small washroom, leverages the experience of its volunteers who come from varying backgrounds of science, technology and
academics. The volunteers visit a given school on a selected day in order to conduct a one-day session with students. The project
solely runs on public donations and has been able to upgrade their equipment by utilizing the generous donations provided to it
by the Sir Dorabji Tata Trust and Cognizant Foundation. Similarly the Magic Bus has a very well thought out programme to
promote sports in schools.
3. Early childhood education integral part of primary education

Early Childhood Care and Education (ECCE) is gaining importance universally for its role in laying a
strong foundation for the holistic development of a young child. The first six years of a childs life are
globally acknowledged as being the most critical years for lifelong development, since the pace of
development during these years is extremely rapid.ECE has two major objectives 23 : (i) To promote all
round development of children in terms of physical, social, emotional, creative, language and cognitive
development, through a play based, age/developmentally appropriate programme of activities and
interactions which can provide them a head start for lifelong learning and development; (ii)To develop
in children school readiness through some specific kinds of play based, cognitive and language related
activities and experiences which will foster in them skills and concepts related to readiness for learning
of the 3Rs, prior to entry to primary schooling.
Early Childhood Care and Education (ECCE)24 refers to programmes and provisions for children from
prenatal to six years of age, which cater to needs of a child in all domains of development i.e. physical,
motor, language, cognitive, socio- emotional, and creative and aesthetic appreciation; and ensure
synergy with health and nutrition aspects. This covers developmental priorities for each sub stage
within the continuum, i.e. care, early stimulation/interaction needs for children below 3 years, and
developmentally appropriate preschool education for 3 to 6 year olds with a more structured and
planned school readiness component for 5 to 6 year olds.
The current model of early childhood education is greatly limited by outdated curriculum, teaching
learning material, learning aids and pedagogy. Further, the current model does not link up with the
requirements and construct of the primary education system.
21
http://www.bhartifoundation.org/wps/wcm/connect/df8a5fce-8f89-4306-93fb-
450e9315fff6/Bharti%2BFoundation%2Bwins%2BAward%2Bfor%2BExcellence%2Bin%2BEducation%2B2012.pdf?MOD=AJPERES
&CACHEID=df8a5fce-8f89-4306-93fb-450e9315fff6
22
http://www.vidnyanvahini.org/about-us.php
23
Early Childhood Education in India : A Snapshot;
24
National Early Childhood and Care Policy, 2012

1. Pre-primary or early childhood education will be made part of formal school education. Additional
classrooms will be made available to accommodate students. This will enable smooth transition of
students from pre-primary level to primary and better preparedness for school.
2. Capacity development of the anganwadi workers will be done to help them offer early childhood
education more effectively and that is aligned with the entry level of primary school education.
3. Develop appropriate educational material to help teachers teach children at pre primary level using
child friendly pedagogy.
Investment
A number of international agencies and NGOs already possess the material and technical
resources/inputs that could feed into designing and deploying an effective early childhood education
model.
While the training of anganwadi workers on working with the new content and curriculum will be
covered under the existing budget, the Government expect s a onetime outlay of INR 22.75 crores
(average of INR 2,500 per anganwadi centre) towards procuring and providing the required teaching
learning material and teaching aids. Further, an outlay of INR 3.5 crores a year would be required for
the maintenance and upkeep of this TLM.
Partnerships
The existing model for pre-primary education had been operationalized in partnership with UNICEF.
Under this partnership UNICEF has provided support on defining/designing the teaching learning
material & learning aids required, pedagogy of teaching & the anganwadi worker training model.
UNICEF has recently revised this model, enriching it to be more in sync with the formal schooling
system. The Government will seek to build on its existing partnership with UNICEF; leveraging on the
model & material developed; thereby keeping the cost and time commitment required to operationalize
the same at a minimum.
4. Infrastructure in schools to create an enabling environment for school education at all

levels
Students need to complete their school education in order to pursue higher education and receive high
level skills. The infrastructure in the secondary and senior secondary schools (called junior colleges)
needs significant improvement. In this regard, there is a strong need for dedicated laboratories for
subjects that require practical application/demonstration. Data captured in UDISE 2013-14 shows that
only 26% of higher secondary schools in Andhra Pradesh have separate rooms for physics and
chemistry laboratories while only 24% higher secondary schools have separate rooms for biology
laboratories. Additionally, only 17% of higher secondary schools in Andhra Pradesh have separate
rooms for computer labs. It is also reported that only 30% schools in Andhra Pradesh have computers.
The paucity of space/rooms dedicated for laboratories in higher secondary schools in Andhra Pradesh
is further amplified by the fact that its neighbouring states viz. Kerala, Maharashtra and Tamil Nadu
boast comparatively higher figures for the aforementioned indicators. Whether it is availability of basic
infrastructure or computers to impart IT education, the state needs to provide better infrastructure in
these schools.

1. All schools will be made compliant with the RTE norms within a period of one year.
2. All mandals must have junior colleges to help provide access to students to higher secondary
education.
3. Primary schools will have an additional room to attach the anganwadi that provides preschool
education to children.
4. Provision of science and computer labs in secondary and senior secondary schools.
5. Infrastructure in all schools will be developed with a futuristic outlook. Therefore, a lot of emphasis
will be given to making the schools ICT enabled such that use of ICT is made for classroom
teaching, school administration and governance.
Investment
The construction of new secondary and senior secondary schools and/or up gradation of existing
schools is expected to cost a total of INR 7,500 crores spread over the next ten years. An additional
amount of 5 percent of investment made till date will have to be kept aside for maintenance of schools.
Further, a total of 3,125 crores will need to be invested towards providing all secondary and senior
secondary schools with access to relevant laboratories. Here as well an additional amount of 5 percent
of investment made till date will have to be kept aside for maintenance of schools. 25
Partnerships
Many states have shown their intent towards improving the school infrastructure in order to create an enabling environment and
academic ambience for their students. For instance, in Kerala, the Kerala State Council for Science, Technology and
Environment (KSCSTE) invites applications from various government and aided schools for providing grants under Sastraposhini
Scheme 2014-1526, in order to establish model science laboratories for Physics, Chemistry and Biology in higher secondary
schools.
Further in Maharashtra, HomiBhabha Centre for Science and Education27 has assisted schools in developing laboratories and low
cost laboratory kits in order to enable students to receive hands-on practical experience while also ensuring that they have
access to sophisticated equipment required to conduct experiments.
25
The estimates for investment have been calculated keeping in mind that 75 percent of the investment will be coming in from
RMSA. Investment figures are expected to change if the cost sharing arrangement between the Center and the State was to
change.
26
http://old.kscste.kerala.gov.in/pgm_spos.htm#s2
27
http://www.hbcse.tifr.res.in/research-development/curriculum-material-development/laboratory-development

5. Empowerment of teachers and head teachers for school development
Over the past few years, the focus has been to create a teacher workforce that can support a healthy
pupil teacher ratio across the school education system. This required a rapid expansion of teacher
education institutes in the State. These institutions follow a standardized curriculum and their
graduates are evaluated using a centralized government examination. Yet, there are concerns
regarding the quality of education being imparted at these institutes - the primary concern being that
their students are not gaining the practical exposure required to enter an actual teaching learning
environment. Even though the need to organize good quality training is recognized very often it is
difficult to find good faculty members who are good trainers.
The institutional arrangement wherein the Mandal Resource Centres have the mandate to carry out in-
service teacher training is not working very well. As of today the 6 subject Resource Persons (RPs) at
each Mandal Resource Centre (MRC), have to split their time between academic and administrative
duties. They are not being able to channelize their entire focus towards monitoring academic
performance at schools. They are spending a considerable amount of their time in monitoring progress
objectives such as access and retention.

In addition, a motivated teacher workforce is a key for the success of any model of school education.
Having a motivated team of teachers and head teachers will go a long way in finding in-house solution
to the problems they face. One of the ways to motivate the teachers and head teachers is to incentivize
good performance. Currently, there is no systematic career growth plan for the teachers and head
teachers that incentivize them to perform better.
1. Use of ICT will be made for in-service teacher training. The model will enhance the teacher training
experience (and training outcomes) through media enriched training content. An ICT enabled
teacher training model would be cost efficient and will at the same time allow for continuous on-
going training (more learning hours for the teacher). Further, the model will also help in tackling
the issue of limited availability of master trainers.
2. The state will also provide opportunities for leadership training for the head teachers. It will be our
endeavour to ensure that the head teachers who take part in the traditional in person training
model develop the proficiency to act as master trainers for a cascade model of training or for a
peer to peer model of continuous learning/engagement. It will lead to the school education system
becoming more effective in terms of quality of teaching-learning transactions in our classrooms.
3. Investments in initiatives that seek to improve quality of education will only materialize into
tangible change if the State is able to put in place a robust machinery to support and monitor
academic performance. In this regard, these RPs shall only be concerned with supporting and
monitoring teacher performance (including utilization of training received) and thus operate with
the objective of monitoring academic performance. Additional resource shall be deployed at each
MRC who shall coordinate with CRC officials to monitor progress against objective such as access
and retention. In other words, there will be different sets of resource persons to perform
administrative and academic functions.
4. In addition to the regular in-service training programmes, modules for self-learning will be
developed to provide space for teachers to pursue these courses at their own pace for their
professional development. Although teachers will be encouraged to pursue these self learning
modules on a voluntary basis, credit will be given to those who pursue the course pro actively. This
will be linked to identification of high performing teachers.
5. The State will also will work towards developing and deploying a model for formulating career
progression plans for all Government school teachers. The progression plan will be developed in
consultation with the teacher and the responsibility for developing, filing, revisiting and monitoring
the same will rest with an official at the relevant level in the monitoring machinery. This strategic
initiative will help in improving the motivation levels of our teachers and in this regard would add to
the overall effectiveness of the States educational machinery.
Investment
Teacher training does not need any investment commitment but would require a time commitment
towards research and deliberations around an apt regulatory framework.
However, for enabling the use of ICT for teacher training, a onetime investment of INR 60 crores would
be required. It will reduce the annual cost of teacher training initiatives by approximately INR 5.5
crores (after accounting for the cost of maintenance and upkeep).The World Bank Group has already
operationalized such support to other States in the Country. It has provided these states with financial
and technical support for setting up an ICT enabled teacher training machinery.

The additional resource person at each MRC shall require a cumulative state investment of INR 9.5
crores per annum.
6. Improve vocational education in schools

The Government of Andhra Pradesh is committed to working towards building an inclusive economy.
However as of today there are strong variations in the level of prosperity recorded across geography
and across groups/communities. It is observed, that these inequalities lead to a number of children
dropping out of school (especially post elementary education) so as enter the work force (so as to
become earning members of the family).
DISE 2013-14, reports an average annual dropout rate of 3.18% for Andhra Pradesh at Primary level
which further aggravates at the secondary level, standing at the rate of approximately 13% (UDISE
2013-14), highlighting a 10% increase in overall dropout. This act of dropping out is observed to be a
resultant of many push and pull factors. The need or desire to be economically independent and a poor
understanding of the economic benefits of education explain a large proportion of dropout rates.
Besides an economic need, secondary education stage is also important to expose students to the
practical aspect of learning. According to a study conducted by World Bank in 2008, employment of
ITI graduates in the states of Andhra Pradesh, Odisha and Maharashtra was very low and no more
than 50 percent of the graduates were able to find regular employment. Therefore, it is also
important to develop market oriented curriculum at school level that aligns with the need of the
labour market28.In order to address this need of students emphasis is required to introduce vocational
education in schools and guide students to help them realize their full potential.
1. In order to counterbalance these economic compulsions with economic opportunities which

assures the student with a more prosperous future (in case he/she remains in school), the
Government plans to integrate vocational training/education into the secondary schooling
system. It requires a gradual evolution of our image of the regular schooling system; blurring
the lines between school based and job/experience based learning. The system will gradually
extend up into the higher education system. While such integration has already begun, we shall
strive to complete the same within the next five years. This initiative will require the
Government to develop a strategic partnership with the corporate sector. The model will utilize
a students academic performance to place them in apprenticeships. Therefore there will be a
direct link between the number of partnerships formulated and number of students provided
with apprenticeship opportunities. Further, the state plans to support this integration with soft
skills courses and career counselling sessions which will help the students in becoming more
confident and at the same time more aware of the diverse set of economic opportunities that
they can study towards.
2. Flexible entry and exist points : Under this model students will be able to freely move in and out
of regular schooling; balancing their time between academic and experiential learning. This
strategic intervention will make the education system conducive for children/ students from all
possible backgrounds and with all possible aspirations.
Many State Governments have formed strategic partnerships with other state governments and
corporates with the aim of providing vocational skills training from the school level. For example, the
Government of Assam and Pearson group came together, introducing a joint initiative for providing
28
Preparation for the World of Work: Secondary and Higher Secondary Education in India

industry standard vocational training to students in Assamese schools. The PPP model served as a
platform for the introduction of the vocational courses in Assam. 29Similar initiative has been
successfully undertaken in the schools of Haryana in collaboration with the Sector Skill Councils
Investment
Budgeted under the skills development component of our Human Capital Development Vision 2029;
the initiative would require the Department of Intermediate Education to coordinate the initiative.
7. Monitoring of Outcomes
While comparison on National matrices is essential, our vision is to become a National leader in the
space of school education which evaluates its performance and progress against international
benchmarks and matrices.
In this regard the Andhra Pradesh Government will migrate to a unified assessment matrix that will
evaluate every school on a mix of teacher performance indicators, learning outcome indicators and
school performance indicators. The SMCs and parents will be involved in the process of scoring the
various schools and the schools will be incentivized to perform better through a model of grants based
incentives.
The State will begin comparing its student learning outcomes with international benchmarks and will
seek to be covered under the Program for International Student Assessment (PISA).
Investment
This strategic initiative would not require the Government to make any investment commitments. It
would require the entire educational machinery to become open to the idea of scrutiny and
performance appraisal.
Partnerships
A fair share of the required investment can be arranged through partnerships with corporate under
their CSR schemes/programs.CSR funds can be leveraged upon to cover for the cost of integrating and
operationalizing a central MIS.
5.5.2. Timeline for Interventions

Table 5Timelines for Interventions in School Education
Short Term 2019 Medium Term 2022 Long Term 2029
Incentives/Schemes for girls, children Link Aanganwadis with primary schools Develop career
from tribal population to complete their growth paths for
school education teachers to motivate
them
Policy
Segregate the academic and administrative

functions at the Mandal Resource Centres
provide additional resource at the MRCs
Multiple entry and exist points for the students

will be provided to ensure flexibility.
Ensure that all schools meet the All mandals to have junior colleges
u
u
a
e
c
s
r
t
29
http://southasia.oneworld.net/news/pearson-partners-with-the-assam-government-to-start-vocational-trainings-in-
schools#.Vebvrfmqqko

Short Term 2019 Medium Term 2022 Long Term 2029
infrastructure related norms within a

year
Separate science and computer Additional room to start early childhood education
laboratories in all secondary, classes in primary schools
intermediate schools
Make use of ICT for teacher and All schools to be IT enabled to use ICT for
leadership training, involving resource classroom transaction, school administration and
Technology
persons from other relevant fields such a governance

management, educationists from other
states/countries
Easy access to educational material for Link adult education with the SHG network
adult education
Bridge classes for children of migrant Offer adult literacy to individuals with low literacy
Institutional Development
population whose number is likely to levels when they enrol for skill development
increase with massive infrastructure
development in the coming years
Develop educational material for pre- Improve quality of in-service teacher training by
school education making it need based and regular
Capacity development of Anganwadi Offer self-learning courses for professional
teachers to equip them to offer pre- enhancement of teachers
school education.
Offer more vocational courses in schools

that are market linked
Develop outcome based monitoring Special focus on districts with poor performance
Gover
nance
framework on education indicators. Develop district school

improvement programme for these districts
3.5.3. Key Targets

S.No Indicator As on date 2019 2022 2029
1 School infrastructure
1.1 Availability of computers 60.71 % (SEMIS 2012-13) 75% 100% 100%
Computers with internet 26.61% (SEMIS 2012-13) 50% 100% 100%
1.2 Fully equipped Science labs
Physics 13.48% (SEMIS 2012-13) 40% 80% 100%
Chemistry 12.70% (SEMIS 2012-13) 40% 80% 100%
Biology 11.75% (SEMIS 2012-13) 40% 80% 100%
1.3 Computer labs 18.88 % (SEMIS 2012-13) 40% 80% 100%
2 Enrolment
2.1 Net Enrolment Ratio

2.1.1 Primary 78.31% (DISE 2013-14) 90% 100%
2.1.2 Upper Primary 62.25% (DISE 2013-14) 75% 100% 100%
2.1.3 Secondary 43.56% (UDISE 2013-14) 60% 70% 80%

2.1.4 Higher Secondary 37.58% (UDISE 2013-14) 50% 60% 70%
2.2 Gender difference in NER

S.No Indicator As on date 2019 2022 2029
2.2.1 Secondary (Gender wise %NER) (UDISE 2013-14)

Boys 42.82% 60% 70% 80%
Girls 44.37 % 60% 70% 80%
2.2.2 Higher Secondary (Gender Wise %NER) (UDISE 2013-14)

Boys 36.81% 50% 60% 70%
Girls
38.44% 50% 60% 70%
3. School completion
3.1 Transition rate from primary to upper 95.92% (DISE 2013-14) 98% 100%
primary
3.2 Transition rate from upper primary to 96.29% (UDISE 2013-14) 98% 100%
secondary stage
3.3 Average annual dropout rate (primary) 3.18 (DISE 2013-14) 0%
3.4 Average annual dropout rate 12.72 (UDISE 2013-14) 0%

(secondary)
4 Learning outcomes
4.1 Language (Reading Comprehension) Below Average Performing Average Top National
State as per NAS for Class VIII Performing Quartile Leader
4.2 Mathematics Below Average Performing Average Top National
4.3 Science Below Average Performing Average Top National

4.4 Social Science Below Average Performing Average Top National

5 Vocational education in schools
5.1 No. of students opting for vocational

education in schools
Boys
57.75% (UDISE 2013-14) 65% 70% 75%
Girls 42.25% (UDISE 2013-14) 60% 65% 70%
6. Post school Education
6.1 Percentage of girls opting for higher 44.72% (AISHE 2014) 50% 55% 60%
education

Vision Framework- School Education

Key Issues & Challenges Guiding Principles Key Themes/Anchors Strategic Initiatives
Gaps in educational Equitable access to Special interventions Incentives to Girls

attainment for quality education for for marginalized groups
Bridge Classes for Migrants
marginalized groups children from all and girls to bridge the under Back to School
especially STs and girls communities gap
Decline in GER and NER Establish monitoring Strengthening the Segregate academic and
from primary to upper systems for greater academic support administrative functions at
primary to secondary effectiveness and system to schools from MRCs and BRCs
school stage efficiency the MRCs and CRCs
Improved teacher Use of ICT for teacher and

Capacity building of Improve upon the head teacher training; Use
training and leadership
teachers pre service ability/capability of of MOOC for self learning;
development program
and in-service not our teachers Develop Career path for
for head teachers Teachers
aligned to their
requirements
Introduce market relevant
Strategic Priorities for the Vision
Inadequate Improve quality of Improved infrastructure

vocational education at
infrastructure and non secondary education and access to secondary school level
availability of subject and improve school secondary education;
Science and Computers
teachers at secondary completion Strengthen vocational
Labs in Secondary schools
level education in schools and Junior Colleges
NAS and ASER results All policies and

Improved learning Periodic measurement of
show that quality of programs to focus on learning outcomes that
education needs to outcomes outcomes for the
inform teacher training
improve students programs
Develop curriculum,
Timely planning, Align AWCs with capacity development to
Early childhood
revision and schools to strengthen introduce early childhood
education not being
deployment of early childhood education
addressed
policies/programs education
Capacity Building
Programs for Anganwadi
Teachers
Inadequate use of ICT in Use of ICT for Robust data collection
schools for classroom classroom teaching, mechanism from all
Development and
teaching and teacher school administration schools for effective
monitoring of outcome
training and governance monitoring indicators
Increasing Adult Link Adult Literacy to Self

Low Adult Literacy Aligning Adult Literacy
Literacy and Help Groups
with SHGs for better
Empowering on Easy access to educational
Outreach and
Recognition of Prior material for adult
Governance
Learning and Skills education
Programs

Higher Education

4. Higher Education
Understanding the Landscape
The State of Andhra Pradesh has ~11.64 lakh students enrolled in over 3,841 institutes, The State
ranks amongst top 3 states in India, in terms of number of colleges per lakh population.
Key highlights of the state education system are as follows:
There are 26 universities, of which, 21 are state universities and 5 are deemed universities
(APSCHE, 2015; UGC portal)
Average enrolment is ~343 students enrolled per higher education institute (HEI)
There are currently 58 colleges and 6 universities institutes that have been accredited as A
grade as per NAAC ratings. Currently, the State has only 2 Institutes of National Importance
(INI) and no central university30
In terms of GER (access) in higher education, the state has an index of 20.02 per cent and an
institutional density of 21.2. Geographical disparity in access is a related concern.
Equitable access across genders and social groups is a concern with the state having a Gender
Parity index of ~ 0.7 and a caste disparity index of 0.72
The table below summarized key higher education related socio-economic indicators of the state.
Table 6Higher Education-Related Socio-Economic Indicators
Key Indicators Andhra Pradesh (2011 census data)

Population (2011 census data) 4.95 crore
Population growth rate (2011 census data) 9.2 per cent
Total number of youth (18 23 years) in the population 58.15 Lakhs
Proportion of youth (18 23 years) to total population 11.7 per cent
Literacy rate 67.4 per cent
GSDP (current price) 2014-15 INR5,20,030 crore
Budget allocation on higher education INR 3,049 crore
Budget allocation for higher education 2015-16 as GSDP per cent 5.6per cent
Percentage of total State budget allotted to higher education 3.01 per cent
Public expenditure on higher education as a percentage of GSDP 0.65per cent
This indicates tremendous opportunity exists to enhance and create institutions with national as well as
global standard in the state. In order to realize this opportunity as well as Vision 2029, it is imperative
that adequate and appropriate investments and priority areas are identified and developed.
30
Note: 1 Central University has been sanctioned in 2014

Percentage enrolment by level

Enrolments
Total enrolment in AP (2013):
11.64 lakh students
Gross enrolment ratio (2013): 20.02%
The number of students enrolled in the higher education system is 11.64 lakh from which 93% are
enrolled in degree courses, while 7% are enrolled in diploma courses. The states gross enrolment ratio
stands at 20.02 for the new state of AP. Engineering and tech related courses account for maximum
enrolment, followed by arts, commerce and science courses.

AS-IS Assessment

4.1. As-Is Assessment

Geographic disparity:
Given that Chittoor, Guntur and Krishna
Figure 16 Gross Enrolment Ratios by District 2013
constitute maximum percentage of higher
education institutions in the state; their GER is
70%
59% relatively lower than other districts such as
60%
Vishakhapatnam. Vishakhapatnam has the
50%
40% higher GER of 59% although it has only 8.3%
40%
of total higher education institutions in the
26% 23%
30%
21% state. Chittoor has the second highest GER
18% 18% 18%
20%
11% 12% 10% 12% with 40% and Guntur with 26%. Districts which
9%
10% have low GER are Vizianagaram with 9%, East
0% and Godavari Districts with 12 % respectively.
Source: AISHE 2013

Figure 17 Enrolments by Management 2013
Private participation: Percentage enrolment by management

The private share of enrolment is 61% 50%
while the governments share is 39%.
Among government enrolments, 5% are
33%
enrolled in state institutions, 33% in
government universities. Among the
private enrolment, a maximum share of
5% 7%
students are enrolled in private unaided 4%
0% 0%
institutions in Andhra Pradesh, remaining
4% and 7% are enrolled in private deemed State Local Public Govt Private Private Deemed
body univ aided unaided -private
university and private aided institutions.
The state of Andhra Pradesh has 26

universities from which there is one Source: AISHE 2013
government deemed university, four private deemed universities, one institute under state legislature
act, twenty state public universities in Andhra Pradesh. Of all 26 universities present in the state, only
four are research focused institutions while the remaining 22 are either foundation or career focused
institutions that offer general and professional courses. Only one institution is aimed at providing
professional education for women, Sri Padmavathi Mahila Viswa Vidyalayam, Tirupathi.
However, currently the state does not have a state private university or any centrally sponsored
institution like the IITs, NITs or IIMs.

Geographic distribution of institutes: Figure 18 Percentages of Colleges in Andhra Pradesh

2013
Institutions
Percentages of colleges
Total number of universities: 26 Srikakulam, Vizianagara
m, 5% Chittoor,
Total number of colleges: 3,841 Anantapur,
5%
12%
Affiliated colleges: 2,701 6%
Kurnool, Guntur,
There are 3,841 colleges in the state out 6% 11%
of which, 2,701 colleges are affiliated to Prakasam,

7%
these universities and are degree
awarding institutions. Chittoor and Guntur Nellore,
7% Krishna,
have almost 11-12% of affiliated colleges
9%
in the state; while East Godavari, Krishna East
and Vishakhapatnam have ~9%; Y.S.R, West Godavari,
West Godavari, Nellore and Prakasham Godavari, Visakhapat 9%
7% Y.S.R., 8% nam, 9%
constitute 7-8%; Kurnool, Anantapur,
Srikakulam and Vizianagaram constitute
5-6% of affiliated colleges in the state. Source Enrolment, number of Universities and Colleges in Andhra
Pradesh from AISHE 2013, refer Annexure of graphs and tables
Chittoor and Guntur constitute maximum
number of higher education institutions in the state but in terms of GER, Vishakhapatnam has the
higher GER at 59% followed by Chittoor and Guntur.
The states higher education system can be assessed through three important characteristics that are
critical to achieving the vision goals. The twelfth plan highlights access and equity, relevance and
quality and excellence as the key focus areas.

Figure 19 Three Tier Performance Objective
This section assesses Andhra Pradeshs higher education system and its current status with respect to
these parameters.
Table 7 Interstate Comparison on Excellence
1. Excellence
Parameter Andhra Pradesh Karnataka Tamil Nadu India
Institute of National 2 3 5 73
Importance (INI)
Percentage of PG PhD/M Phil: 0.3%; PhD/M Phil: 0.4%; PG/PG PhD/M Phil: 0.8%; PG/PG PhD/M Phil: 0.4%;
students enrolled PG/PG diploma: diploma: 13.7% diploma: 15.8%; PG/PG diploma
15.3%;
Number of research 2 9 10 -
institutions in top
100 in India*
Source: India's best research Universities, Career 360
The state of Andhra Pradesh has relatively low number of INIs as compared to other states and low
percentage of Ph.D. /M Phil enrolment. There is limited focus on quality research which is mostly on
agriculture sector. The state needs to increase the quality of current institutes and invest in
infrastructure/faculty to produce world class institutes and research.
Table 8 Interstate Comparison on Relevance and Quality
2. Relevance and Quality
Unemployment rate 43 NA 47 50

2. Relevance and Quality
per 1000
Student Teacher PTR = 17:1 PTR = 14:1 STR = 18:1 PTR = 22:1
Ratio
NAAC A 58 colleges and 6 universities 128 higher education 156 higher education 568 higher
accredited higher education institutions institutions accredited institutions accredited education
institutes accredited A A A institutions
accredited A
Number of 6universities featuring among 9 universities 15 universities

institutes in top top 100 in India (Career 360 featuring among top featuring among top
100 rankings) 100 in India (Career 100 universities in India
360 rankings) (Career 360 rankings)
State-Wise Number Of Institutions1
Central 0 1 2 42
State 20 25 19 288
Private 0 2 0 115
1: AISHE 2012-13
2: "Socio-Economic Profiles & Inter-State comparison of some Major States of India" Economic Survey 2012-13, Government of
India. 20122013. p. 276, accessed 10 June 2014, http://indiabudget.nic.in/budget2013-2014/es2012-13/echap-13.pdf
The number of institutes accredited A in AP are far lower as compared to other states and very few
feature in the top 100 rankings, translating into the fact that very few quality institutes exist in the
state.
Table 9 Interstate Comparison on Access and Equity
3. Access and Equity
Scale and maturity of 1.2mn students 1.9mn students enrolled 3.2 mn students enrolled in ~30 mn students
higher education enrolled in 3,841 in 3,244 HE institutes 2,555 HE institutes enrolled in 36,493 HE
system HE institutes institutes
GER 20.02% 25.5% 42% 21%
GER- SC 17% 16.9% 29.9% 15.1%

GER-ST 16% 15.3% 34.2% 11%
GER Disparity (Male-
Female) 7% 1.6% 6.7% 2.5%
(General SC/ST) 5% 10.2% 7.8% 10%
Number of universities
offering distance 8 7 20 125
education
Male Female enrolment Male- 58% Male-53% Male- 54% Male-55%

%
Female- 42% Female- 47% Female- 46% Female- 45%
Average enrolment per
375 429 811 699
college

3. Access and Equity
GPI Gender Parity Index 0.7 0.83 0.81 0.79
Colleges per lakh

58 44 33 25
population
Source: AISHE 2013
The overall gross enrolment ratio of Andhra Pradesh is quite low compared to other southern states
such as Karnataka and Tamil Nadu. The female enrolment is also very low at 42% with gender parity
being the highest in the southern states. The GER of social categories is also quite low comparatively,
given that the state has one of the highest institutional densities of 58 colleges per lakh population.
4.2. Current Initiatives and Schemes

Government has created an immediate-term, mid-term and long-term plan for improving the state of
higher education in AP. The information below indicates an extract of key government plans for
immediate term and initiatives around these improvements.
Immediate-Term - Government Initiatives 2015-16
Andhra Pradesh Budgetary allocation 2015-16
The state Governments budgetary allocation for technical education is INR 23,278 lakhs as detailed
below:
Table 10 Andhra Pradesh Budgetary Allocation 2015-16
Budget estimates 2015-

S No. Schemes under Technical education
16 (INR Lakhs)
1 Construction of buildings for technical education 6,500
2 Establishment of IIT 2,000

3 Establishment of NIT 300
4 Establishment of IIM 2,000
5 Establishment of IISER 2,000

6 Establishment of IIIT 300
7 Newly established govt. polytechnics 5,529.52

8 Amenities and provisions to SC and ST 1,100
9 New hostel buildings in existing GMR polytechnics 400
10 Construction of buildings 2,000
11 Technical education quality improvement project (TEQIP) 200
12 Others 948
TOTAL Budget estimates for Technical education 23,278
Source: Andhra Pradesh Budget 2015-16

Overall synopsis
Significant component (INR 6,600 lakhs) is budgeted on creating and establishing institutes of
national importance like IIT, NIT, IIM, IIIT, IISER etc.
Significant capex of INR 8,900 lakhs budgeted towards development of new physical infrastructure as
construction of buildings for technical education, construction of new hostel buildings and construction
of new buildings etc. Also, there are provisions for amenities for students from the marginal
communities.
No significant component budgeted for supporting or funding research in Higher Education institutions
Access and equity
Around INR 1,500 lakhs of budget allocated for better amenities to SC and ST, such as
improvement of hostel facilities, nutritious food provision and remedial classes
Schemes such as up-gradation of Polytechnics, Community Development through Polytechnics and
Construction of Women hostels are being funded and implemented
However, no policy framework to streamline private funding for capacity building
Relevance and Quality
Technical Education Quality Improvement Program [TEQIP] has been taken up to improve quality in
11 Engineering Colleges
Excellence
INR 6,600 lakhs of funds allocated for the establishment of national-level high-quality Institutions
viz., IIM, IIT, IISER, IIIT, NIT, Central University, Petroleum University, Agricultural University,
National Institute of Disaster Management and Tribal University
AP State Research Board is being established to improve research focus / excellence
The Government has sanctioned the establishment of 6 clusters of excellence throughout the state
to enhance the skill set of engineers and technical graduates. These centres of excellence will focus
on product design & development and foster innovation
However, there is no significant allocation to funding research in Higher Education
Current Central and State Policy Imperatives

Key state policies and Schemes
To support Backward Category Students and/or girl Students from Andhra Pradesh, with an
annual income of below one lakh, the State has put in place the Prathibha Scholarships for
higher education. Financial Assistance is provided to the students in their higher education
State Government Mission has also tasked with the Implementation of Sarva Siksha Abhiyan
(SSA), RMSA, and RUSA under the Rajiv Vidya Deevena/Rajiv Vidya Mission.
Hostels and Study Circle scheme have been declared for the Backward Sections under the NTR
Vidyonnathi Scheme.
Jawahar Knowledge centre is standalone project with high success ratio mostly accepted by
college students, enhances communication and life skills of youth in increasing employability
skills, replicated in Diploma and Engineering colleges, very less youth are benefited under this
project.

Central and State governments play key role in implementing various schemes supports needy and
deprived youth from rural and urban areas by giving financial assistances at various stages in
education and Skill Development. Central Government majorly supports schemes with share of 65:35
and 75:25 ratios between both governments. There are around 26 schemes sponsored by various
departments and 3 schemes run by state government.
Note: Annexure-2
4.3. Issues and Challenges

There are several systemic issues that need to be addressed in state of Andhra Pradesh to improve its
education system:
Social issues:
1) Less Gross Enrolment Ratio in Socially Excluded Categories such as SC/ST. GER% of SC/ST
students is 17% and 16% respectively as compared to general category GER of 22%.
2) High gender disparity exists with male GER of 25% as against female GER of 18%
3) High unemployment exists among graduate youths
Economic issues:
1) Large number of graduated youths lack employable skills. The youth specifically lack in
employable skills such as:
a. General skills reliability, self-motivation and willingness to learn
b. Specific skills problem solving, ability to design and conduct analyses, and reading
2) Low ratio of educational institutions to youth population(66 institutes to per lakh youth
population)
3) High dropout rate at primary level
4) High student-teacher ratio and lack of quality faculty
5) Inadequate physical, social and financial infrastructure
Intellectual issues:
1) There are only a handful of Research and development institutes in state of Andhra Pradesh
which are also not conducting quality research as compared to other institutes across India.
The focus is mostly on Agriculture and likes, whereas the spectrum of R&D should be much
broader to enhance the institute quality
2) There is need of improvement in quality of technical and non-technical institutes
There are some important issues which need attention. These mainly relate to the problems arising out of unequal access,
growing student diversity, discrimination and gender related issues, - ICSSR chairman Prof.SukhadeoThorat
Lack of quality consciousness, low gross enrolment ratio in institutes and imbalance in the growth of professional and non-
professional courses are some of the main issues of higher education- Prof. P Jayaprakash Rao, former chairman of AP
State Council for Higher Education

4.4. SWOC Analysis

Based on above overview, there are several strengths and weaknesses that are evident in the
States performance.
Strengths Weakness
Good economic performance Lower per capita income (15th highest in India)
Relatively better access with 2nd highest GER amongst High GER gender disparity vis--vis other states and
various states Indian average
More equitable access to SC / STs vis--vis other states High geographic disparity with several districts more
Healthy private sector participation in Higher Education backward than others
at 86per cent of enrolments Poor quality institutes citing several institutes have
Healthy STR vis--vis India average closed down in AP in last few years
Relatively higher research focus given higher Relatively higher unemployment rate vis--vis other
proportion of post-graduate students vis--vis other states
states / India average Only 12 higher education institutions accredited A
Government and Corporates presence provides strong Only 6per cent of top-ranked institutions in AP
base to the system Political interference hinders Governance and quality
Strong support from central and state government in Less no of Institutes with Accreditations from NAAC
reforms and transformation and other agencies.
Scope to create large responsible and quality human Very less scope for Research and Innovation
resources Inadequate facilities in various institutions
Standards of Higher Education increased after Insufficient staff availability reduces quality
Institutes like IIT, IIM, ISB have started Lakh of standard norms in recruiting Govt. and
Interventions of NAAC, AICTE improve quality and management staff
efficiency of Institutes and Universities Lakh of standard monitoring system and utilization at
field level
Opportunities Challenges
Leveraging technology to establish virtual classrooms Financing poor, needy and deserving students, esp. in
and Universities for improved access esp. to under- under-served geographies and social groups
served geographies and social groups Lakh of adequate capacity and basic infrastructure /
Availability of good industry eco-system for improving facilities
employability / relevance in industry / entrepreneurship Establishing vocational linkages with higher education
Emerging eco-system for new-age careers around esp. for rural / semi-urban areas
design, analytics, mobility, cloud, etc. Incentivising industry to participate in Higher Education
Conducive policy / regulatory environment that learning
encourages private sector participation Shortage of faculty; outdated and irrelevant curricula;
Availability of high quality institutes that can adopt / Incentivising industry to partner with academia on
mentor other universities research / applied research areas
Relatively higher research focus given higher Funding research through government / private sector
proportion of post-graduate students vis--vis other grants
states / India average Establishing institutes of national / global repute
A strong and wide Telugu diaspora across the world Increased no of youth coming out of colleges without
incl. prominent academicians who are willing to come employability skills
back Lakh of constructive measures to reduce gap between
To strengthen Institutes in Andhra Pradesh in reduces Industries expectation, Student standards and
students joining in other states curriculum up-dation
Vocationalisation in Higher Education improves More no of private players entering into higher
Employability skills of students increases Employment education attracts youth- chances of less enrolment in
Improving in-house capacity building through Public government institutes
private participation
Upgrading syllabi and curriculum as per present needs

SECTOR VISION

4.5. Sector Vision

The Vision 2020 document clearly lays down priority areas for higher education. Relevant areas
identified for school education are as follows:
Table 11: Focus Areas for Higher Education

Focus Area Strategies
Promote education among women Increase access to education for girls
Fostering higher education for women
Focussing vocational and higher
education on developing marketable Providing more specialised courses in higher education that reflect the needs of the
economy and society
skills
Encouraging private sector initiatives Declaring education as an industry
in education especially higher Identifying emerging areas of study
education Ensuring quality education through appropriate accreditation and evaluation
systems
Creating effective frameworks for Ensuring government spending is largely directed towards primary and secondary
managing and funding education education
Proving impetus to low cost higher reach online and blended models of delivery
Solicit private capital in a regulated ecosystem with defined and measurable output
The following section identifies strategic areas in five areas access, equity, relevance,
quality and excellence.
4.5.1. Key Targets
Table 12: Key Targets of Higher Education

Medium
Short Term Long Term
Aspect Performance Indicator Current Performance Term
2019 2029
2022
Access Gross Enrolment Ratio 20.02% 30% 35% 50%
Gender Disparity in GER 7% 3% 1% <1%
Equity
Caste Disparity in GER 5% 3% 1% <1%
Low (~20-30%) Global High (> 90%
Relevance Alignment to Key Industries ~35% ~50%
Employable Youth employable
>20 in India top
No of Universities in Indias Top
6 8 10 100 , 2-3- globally
100
Quality ranked
# of Accredited Institutes with
22% 40% 50% 85%
A rating
Enrolment of PG Students 15.6% 17% 19% 25%
Institute of National Importance 2* 7 9 10
No of Research Institutes in Top
2 7 9 10
Excellence 100 in India
Average No. of research papers
published and citations 128 140 200 250
mentioned per university
Following are the key strategies that are recommended for the state to achieve the above mentioned
targets:
Access and Equity:
1. Setting up a total of 18 colleges in Under-served geographies by 2019

2. Adding capacity for 7 lac students to achieve GER target of 50% in 2022-29 period a mix of new
colleges and Online model

3. Setting up a multi-lingual virtual university to enable online distance education for states youth by
2019
4. Continuing student scholarship schemes for meritorious students in under-privileged social groups
during the entire period
5. Re-enrol population dropping out of the Education system
a. Roll out NSQF across state institutions by 2019
b. Have community colleges in hub & spoke model in each district with flexible entry and exit
by 2019
6. Develop market financed loans and funding structures to ensure equitable access to education
a. Develop Higher Education Finance Body with seed funding from Government and small
contributions from enrolled students and industry grants
b. Create Credit Default Guarantee fund to act as guarantor of last resort for education loans
from banking system
Relevance and quality:

1. Enabling industry / private players to set up State Private Universities under relevant state
government act, and providing them with suitable real estate / other financial incentives and
operational and financial autonomy to meet industry requirements of job-ready professionals by
2019
2. Incentivise industry to adopt / mentor public universities and colleges through sponsorships,
grants, setting up of COEs, live projects, industry faculty, trainings, internships by 2019
3. Mandate accreditation of all higher education institutes through NAAC by 2019
4. Mandate curriculum review for all state universities every 3 years by panel consisting of academia
& industry
5. Improve quality of faculty by:
a. Mandating periodic faculty development and training programs for all faculty by 2019
b. Providing autonomy to faculty to carry out research and consulting assignments by 2022
c. Developing a mentorship model where a senior faculty mentors junior faculty members in
each district / region by 2022
6. Develop a performance oriented culture in public institutes by 2022
a. Link variable pay of faculty to performance outcomes such as research output, consulting
projects, etc.
b. Set revenue targets for public institutes for revenues through research / consulting /
infrastructure leasing, etc.
c. Link funding of public institutes to achievement of a pre-agreement target around
enrolments, placements, rankings, accreditation, research, etc.
Excellence
1. Develop & implement policy for attracting NRI academicians and researchers of Andhra origin
a. Developing a mentorship model where a senior faculty mentors junior faculty members by
2022
2. Provide research mentors, which can be global academic or research institutes, for top 10 public
universities depending on faculty, area of specialization, etc. by 2022
3. Incentivize industry to provide grants / research funds to carry out joint research in association
with top 10 public universities in areas of industry-relevance with government partly funding the
research grant in select social impact areas by 2022
4. Incentivize / part-fund industry sponsorship applied research and setting up centres of excellence
in sun-rise sectors such as Textile, Electronics, Tourism etc. and Agricultural research around
major AP crops including Tomato, Cotton and Chilli by 2022

4.5.2. Key Strategies

Improving equitable access in Foundation Institutes
Justification Significant scope of improvement in State GER (Goal of 50% GER by 2029
against current GER of 22%)
S.No Details 2014 2022 2029

1 Projected Population (Lakhs) 500.38 534.10 556.91
2 Projected -Youth 18-24(Lakhs) 65.43 61.51 52.55
3 GER 22% 35% 50%
4 Enrolments in Higher Education 12.0 18.9 27.0
5 Capacity (Lakhs) 20 20 20
6 Additional capacity in HE - - 7
7 Additional Colleges Required - - 500-700
Remarks:
There is no additional capacity required till 2022
Additional Institutes are required between 2022-2029 for 7 lakh youth
These additional institutes will require a Capital Expenditure (Public + Private) of INR 18000-
19000 Cr to build additional 500-700 colleges for additional 7 lakh youth in 2022-29 periods
(~INR 2500 Cr p.a.). Governments target share of this should be ~INR 1700 Cr p.a.
This will also require an additional average operating expense (public + private) of around INR
1700-1800 Cr p.a. as faculty salaries (at current prices) and INR 300-400 Cr as other costs
(at current prices)
Significant gender and caste disparity evidenced by high gender disparity

(difference of 7%) and caste disparity indices (difference of 5%)
Investment Investments required for Capacity addition:
requirements and No investments needed for capacity addition in 2015-2022 period
policy initiatives
Total capex spend (Public + Private) of INR 18000-19000 Cr in 2022-29
period (@ ~INR 2500 Cr p.a.in 2022-29 period)
Average operating expense (public + private) of around INR 2400-2500 Cr
Cr p.a. as faculty costs (at current prices) and INR 400-500 Cr as other
costs (at current prices) for 2022-29 period
Around 50-60% of Higher Education budget currently being directed
towards capacity building should focus on improving access in underserved
geographies (Godavari, Kurnool, Vizianagaram)
Allow self-financing institutes with financial autonomy and well defined
quality parameters to reduce public spending in enhancing access.
Define and implement policy towards higher education delivery vide
online/distance/blended models to promote access
Setup online content library for developing and proving content in
vernacular languages
Total Capex Spend - (Public + Private) of INR 150-200 Cr in 2015-19
period (Setting up of required infrastructure and initial learning
management platform using open source technologies)
Total Opex Spend INR 10-30 cr for Creation of content, The network and
infrastructure could be overlaid over existing SWAN
Investments for scholarships:

Around 5-10% of Higher Education budget to be directed towards
scholarship to meritorious students to continue

Policies to encourage private participation by developing an enabling State

Private University regulation critical to channel private spend towards
capacity building
Develop Higher Education Finance Body with seed funding from
Government and small contributions from enrolled students and industry
grants
Create Credit Default Guarantee fund to act as guarantor of last resort for
education loans from banking system; Total Capex Spend INR
100cr(during 2015-19) for Government seed capital for a 1000 cr fund
with 10% seed amount, and 20% institute contribution
Target for 2019 Establishing public Universities in under-served districts and geographies
to improve equitable access across the state
Launching and strengthening student scholarship schemes targeted at
meritorious students in under-privileged social groups (Girls, backward
castes, schedule castes and tribes) to enable them access to a high quality
higher education
Improving faculty standards by deploying a core faculty team with
objective of improving faculty standards in foundation institute
Strong vocational tie-ups to ensure student employability
Promoting private sector partnerships for capacity building/partnerships
Provide loans for higher education of up to 1000 cr through market based
institutions
Improving states skill pool via foundation and career focused Institutes
Justification Around 60-80% of graduates coming out of higher education system are
currently unemployable and lack relevant technical and / or soft skills
Further, there is a significant requirement of skilled and employable
manpower in the state to promote economic growth esp. across the
following industries
Information Technology
Biotech
Food processing
Chemicals and Petrochemicals
Pharmaceuticals
Textiles and Apparels
It is necessary to provide students with a means of livelihood by skilling
them with relevant vocational skills (in foundation institutes) or technical
skills (in career-focused institutes) for careers of tomorrow especially in
the identified sectors like Tourism, Textile, Electronics and Agricultural
sectors like Chilli, Tomato and Cotton
Developing states talent pool to cater to state, national and international

economic imperatives
Investments Policies to encourage private participation in setting up career-focused
institutes critical to channel private spend
o Developing an enabling State Private University regulation (with
significant financial and operational autonomy to private players

in terms of land requirement, designing of curricula, faculty

hiring, freedom to launch distance / online education, setting
initial fee points, etc.)
o Tax and real estate incentives of reputed private players from
industry to attract them to set up private Universities esp. in
focus industries / sectors
o Policies and incentives to promote industry to contribute through
means of live projects, internships, visiting faculty and research
labs / COEs
Target for 2019 Establishing a collaborative network for academia and industry driven by
a core committee of key industrialists and academicians with the cause of
improving industry linkages across higher education institutes in the state
(can be established in association with FICCI / CII)
Formalized industry mentorship program to provide an industry mentor
to top 20 career focused institutes to enable strong Industry linkage
across education value-chain for employability
Identifying, developing and showcasing 10 model career-focused
institutes in the state with
Strong Industry linkage across education value-chain for
employability improvement
Strong placements with marquee recruiters
Strong reputation / ranking in the market from industry, students
and academia alike
Laying the ground work for leveraging technology in Higher Education

Justification There is NO reliable data collection, cleansing and analytics to assess the
state of Higher Education on an ongoing basis currently
Internet penetration and availability of Smart phones is increasingly
enabling anytime anywhere learning. Technology can thus be leveraged
significantly to provide online access
Technology can also be leveraged to promote collaboration amongst
institutes, industry and research centres
Investments Minimal public spend
Policy level changes to incentivize private participation / collaboration in
Higher Education
Target for 2019 Developing technology infrastructure for accurate data capture and
visibility (around student profiles, enrolments, attendance, faculty
profiles, enrolments, attendance and qualifications, number of
classrooms, labs, other infrastructure, assessment records, certifications,
placement records, research and publications, patents, etc.)
Adopt and implement e-Governance solutions to ensure right data capture
and analysis for a real picture of HE performance
Setting up a multi-lingual virtual University to ensure anytime anywhere
access for students desirous of enrolling in higher education
Developing and facilitating a Tech enabled architecture for collaborations
amongst various academic institutes, industries and research centres

Laying the policy level/regulatory groundwork for improving quality in Higher Education
Justification There is no Private University act in the state of AP thereby disabling
private sector to participate meaningfully in Higher Education
Governance and leadership is a significant challenge in the state with no
rigorous checks and balances around the quality of higher education
institutes that are being established
The state has failed to attract good quality faculty due to lack of faculty
autonomy in terms of designing their own curricula, providing industry
consulting or focusing on research. Further, there are no incentives to
promote innovation or research by faculty in the state resulting in poor
quality of institutes
Funding of public institutions are not performance based as a result of
which there is no incentive for institutes to perform well
Investments Policy level changes to improve quality / faculty
Target for 2019 Promoting private participation through a conducive environment around
regulations, autonomy and land acquisition
Develop clear and transparent norms for leadership, governance and
quality (such as mandatory self-declaration of financials, mandating
participation of industry luminaries on board of Governors. Co-opting
reputed HE institutes to define conducive norms, etc.)
Student financing schemes to fund meritorious but under-privileged
students
Provide autonomy to faculty in order to attract bright talent from India /
across the globe
Set goals for each University / institute in collaboration with key stake-
holders and link institute funding to performance across set goals. The
goals can be linked to performance around research / publications,
enrolments and utilization levels, placements, entrepreneurial ideas
incubated, ranking / NAAC accreditation, extent of industry live projects /
consulting exercises carried out, etc.
Promoting open architecture with clear communication protocol amongst academia, industry and
research to improve research focused and career-focused institutes
Justification Academia, industry and research currently operates in Silos with no
communication or cross-linkages
No significant government initiative to foster international academic /
industry partnerships of higher education institutes for enriched learning
experience
Minimal student and faculty exchange with global institutes
Investments Budget already allocated for establishing institutes of national importance
Target for 2019 Creating a dynamic and vibrant tech-enabled education ecosystem that
enables various stake-holders (students, industry, faculty, researches,
volunteer-mentors) to collaborate around -
Curricula design inputs
Visiting faculty from industry
Live projects for each student
Ongoing internships and placements

Promoting research, innovation and entrepreneurship research focused institutes

Justification Low research focus and output in existing Universities
Current research focused on traditional areas (agriculture, veterinary
sciences, etc.), and not on new-age areas like SMAC, Design, etc.
Minimal budgetary allocation to research with most budgetary funding
being allocated to capacity building
Absence of any structured framework to enable industry and HE
institutes to collaborate and contribute in research
Develop a nodal institute for School Teacher training and research
with outreach at all districts to enhance teaching quality through
induction and in-service programs for teacher community
Look at setting up specialised institutes across sectors to promote

research and industry aligned curriculum. Some of the institutes that
could be set up are as follows
With Private Under state government in
Institutes With central
sector/Industry Partnership with Global
government assistance
participation institutes
Medicine ( All India
Institute of Medical Petroleum University Telugu University
Sciences (AIIMS))
Architecture ( on lines of
School of Planning & Logistics University Open University
Architecture)
Specialised Business
Hospitality University Virtual University
School ( on lines of IIFT)
Social Sciences and Labour Institute of Public
Mining ( as ISM)
Relations University Administration
Urdu University ( on line of
Entrepreneurship University Disaster Management
Central University)
Sports University ( on line
Water Resources
of Patiala Sports Arts and Craft University
Management University
University)
Law University ( ON line of Energy and renewable
National Law School) resources university
The state needs to develop a roadmap for setting up the institutes
based on the finalization of Industry partner(s), Global Universities
and the funding from the Central Government.
Investments Budget already allocated for establishing institutes of national
importance
Increased research funding to be provided to research focused state
Universities doing pioneering work in research in sun-rise sectors
The indicative investment required for the setting up of the
Universities is as follows
7 Institutes With 6 institutes With 7 universities Under
central government Private state government in
assistance sector/Industry Partnership with
participation Global institutes
Assumption 70% of the funding No funding from the 100% funding from
from the central state except for Land state, 150 cr to
government, ~ 150 setup the university
cr to setup the excluding the land
university excluding

the land
Capital Spend 45 cr Nil 150 cr
Per University
Total Capital 315 cr Nil 1050 cr
Spend
Target for 2019 Establishing industry sponsored / funded centres of excellence that
conduct relevant and leading applied research on topics of relevance to
the industry esp. in sun-rise sectors such as
Cyber security
Analytics, Mobility and Cloud
Biotechnology (Eg- Stem Cell research, etc.)
Industrial design
Electrical Equipment Manufacturing (Precision Engineering)
Auto and Auto Components Manufacturing
Heavy Equipment Manufacturing
Aerospace and Defence Manufacturing
Downstream Industries like Plastic & Linoleum
Target for 2024 Develop and execute a formal research partnership framework that
enables Higher Education institutes to collaborate and attract research
funding from state funds as well as industry sponsors
Target for 2029 Create an education hub that pioneers on innovation and
entrepreneurship relevant for state / nations economic growth:
Establish innovation Universities aimed at research, innovation and
commercialization of research
Incubate entrepreneurs and provide adequate eco-system to nurture and
mentor start-ups
Identify specific industry-relevant themes to accelerate innovation in
specific industries
Promote and incentivise performance on patents, publications and
citations
4.5.3. Time lines for Interventions

To achieve the
envisioned state in
2029,
transformational Higher education architecture
and innovative
interventions would
be required across 1. 2.
3. 4. 5. Curricula
Partnershi Infrastructu and
all levers of the Faculty Research
ps re Pedagogy
higher education
system as indicated
below: Higher education foundation
Strong governanand management structu7.7.
6. Funding 7. re
7. Governance/Leadership
Figure 20: Higher Education Architechture
Few Initiatives
across these levers are as detailed below:

Faculty
To ensure adequate teaching+ resources in Andhra Pradesh, the state should emphasize on improving
the benefits of teaching as a career. Importance should be given to factors such as industry experience,
non-requirement of doctoral degrees, pay-packages and perquisites to ensure that best talent is
available for hiring as faculty. Also, stringent evaluation criteria and reward based system should be
introduced in the system to ensure quality and performance. The following actions points would help in
ensuring the above:
Short Term (2019): R1 C1 F1
Modify norms (relating to salary bands, qualifications, experience) relating to recruitment of

faculty members to get faculty with industry and research experience; elaborate on the benefits
of teaching as a career option for them
Promote a tenure-based system in Andhra Pradeshs higher education institutions, public and
private, to retain the best talent
Develop a strong performance culture by introducing a rewards-based system (introduction of
variable pay linked to research output / consulting assignments carried out)
Emphasize faculty development to improve the quality of teaching in higher education
institutions
o Incentivize/facilitate mandatory faculty development/training programs
o Develop a hub-and-spoke model for faculty development and exchange amongst HE
institutes in the state
Partnerships
Short to medium term (2019-2024):
R1 C1 F1
Promote tie-ups/partnerships between higher education institutions and skill-based training

providers to launch employment-oriented modules
Ensure industry interaction at all operational levels to synchronize the states higher education
system with the requirements of industry
Infrastructure
Short term (2019):
R1 C1 F1
On the IT front, the state should aim at leveraging MOOC models to provide better access to courses
and contents from across the world
Digital Infrastructure
Leverage the MOOCs model to provide access to high-quality content / courses from top
institutions to millions of students across the state
Increase effectiveness of National Knowledge Network (NKN) and National Mission on Education
through ICT (NMEICT) to increase access to high-quality education through content-sharing
Medium to Long term (2024-2029):
The state should setup new institutions to address the district level skill gaps across its geography
and simultaneously also look at increasing the capacity of existing institutions
Physical infrastructure
Undertake strategic expansion of the higher education system to increase access to education for
all geographies while complying with basic quality standards
o Set up new institutions (brick-and-mortar) to address critical regional / social gaps
o Expand scale of existing higher education institutions
Incentivize private industry participants to establish high-quality institutions in their focus areas

Allow high-quality foreign universities to open branch campuses in Andhra Pradesh


Curricula and Pedagogy

Government of Andhra Pradesh should develop systems to support and facilitate experiential learning.
Emphasis should be on developing critical thinking, problem solving and creative conceptualizing. The
range of the curricula should include more options to ensure development of the student outside the
core subjects. It should also include courses specific to emerging industries that would cater to future
workforce requirements. There should be a focus towards changing the framework that would allow
flexible entry and exit for students on one hand and ensure participation of industry in better absorbing
deserving students. The framework should also include a combination of face-to-face and online
delivery models that would improve the learning in the classroom. To ensure all of this the following
action points must be covered:
Short term (2019): R1 C1 F1

Adopt a learner-centred paradigm of education with student learning and relevance being
central objective
Provide freedom to private players to develop industry relevant curricula (enriched with live
experiences) to ensure imparting of contemporary / relevant skills
Adopt a experiential approach to education (incl. higher credits / weightage for live projects and
industry internships), equipping students with the skills needed to adapt to changing
environments
Introduce basic skill-based courses and enable flexibility/multiple points to enter and exit the
higher education system
Introduce courses on social sciences and modules on general awareness and soft skill
development
Promote blended learning using MOOCs to deliver quality education

Adopt the flipped classroom model to improve learning in the classroom

Medium to long term (2024- 2029)
Introduce multi-disciplinary courses to enable students to get broader exposure and develop a
holistic worldview
Launch specialized courses to cater to the need for trained manpower in industries of the
future
Develop entrepreneurial ecosystems in institutions

4.5.4. Funding and Research

Sources of funds
The current sources of funds for funding Public Universities in state of AP (and India) are largely limited
to budgets that are being allocated by State and Central government. On the other hand, the
government expenditure on higher education in developed economies (like the US) is significantly
lower. This is due to availability of multiple revenue streams (such as investment income, research
income, consulting income, other revenues, private grants, etc.) in the US. The graph below indicates
the difference between Indian and US HE revenue streams:

Figure 21: Comparative Analysis of Indian and US Revenue streams
Globally, leading world-class Universities have a significant extent of self-reliance to generate their
operating revenues
Figure 22: Revenue Mix in leading world class universities
As evident from above, reputed public Universities have diversified their sources of funds to include
research income, income from investments, tuition fees, and other income (Eg: leasing of
infrastructure, play grounds, etc.) to fund themselves.
To ensure decreased dependence on public funding, Government of Andhra Pradesh should aim at
improving private funding as well as self-revenue generation from the existing public institutes.

The following actions points would help in ensuring above:
Short to Medium term (2019-2024):

R1 C1 F1
Provide financial and tax incentives to the industry to provide grants / sponsorships to public
Universities (Eg inclusion under CSR spend, inclusion under section 80G, rebates, etc.)
Encourage private individuals / alumni of the institute to provide grants / sponsorships by providing
naming rights and tax benefits (Eg NS Raghavan, co-founder of Infosys; GM Rao, founder GMR Group
alumni of Andhra University)
Encourage marquee industry names in the state to set-up joint research labs / centres of excellence in
top 8-10 public universities in the state
Encourage and set targets for all public institutes to diversify their sources of income through
consulting projects, research grants, leasing of infrastructure (seminar halls, playgrounds, classes on
weekends, etc.)
Policies to move away from direct grants to provision of state-backed low cost loans to public higher
education institutes to incentivise financial jurisprudence
Develop Higher Education Finance Body with seed funding from Government and small contributions
from enrolled students and industry grants
Create Credit Default Guarantee fund to act as guarantor of last resort for education loans from
banking system
Application of funds:
Several developed economies have already embraced a performance-based funding culture in higher
education. The examples below indicate several such cases:
Denmark:
Funding is based on the number of students who pass an exam. Institutions receive 30% to 50% of their funding based on this
indicator. For instance, universities receive around $19,000 per completed bachelor degree graduate within higher technical
education (which is classified as medium cost). The disadvantage of this indicator is that institutions may artificially increase pass
rates of the exams to receive more funding. The model requires a strong quality assurance mechanism, professional standards
among university staff, and/or other funding incentives.
France:
Funding is based on the number of students enrolled and 50% of the total budget for tertiary education is invested via formula
based funding. The advantage of the French model is that it is easy to track spending and funding allocation information. The
funding criterion is also easy to understand for everyone. On the other hand, the disadvantage for this indicator is the weak
incentives for universities to provide quality education and ensure efficiency by avoiding dropouts during the school year and
delays in student completion.
Australia:
Uses performance indicators based on The Australian Graduate Survey (AGS), a national survey of newly qualified higher
education. Graduate outcomes data forms a core component of a range of performance indicators that providing information on
transition of students from study to the labour market. Indicators are designed around graduation rates, graduate destinations,
learning outcomes, work readiness, teaching experience, teaching resources, institutional reputation, community engagement
etc. Individual Universities sign Compacts with the government that include the institutions larger mission and vision and goals
related to teaching, learning, targets of performance funding and research.
England:
The Higher Education Funding Council for England (HEFCE) distributes public money to universities and colleges. The recurrent
funding is divided amongst teaching funding and research funding; non-recurrent funding is given for capital projects. The
criterion for allotting the funding includes a mixture of the type of institution, number of students, the subjects taught and the
amount and quality of research undertaken. Institutions receive most of their funding as a block grant. They are free to spend
this according to their own priorities within broad guidelines students.
Planning Commission, NUEPA, World Bank Report on Higher Education, 2011 2 Coates, H. Defining and monitoring academic
standards in Australian higher education. Australian Council for Educational Research (ACER), 2010, as accessed on October
24th, 2012 3 Guide to Funding, Higher Education Funding Council for England, as accessed on October 24th, 2012.

To ensure better utilization of funds, Government of Andhra Pradesh should devise methodologies for
better application of funds that is aimed at achieving specific performance targets around enrolments,
placements, industry projects and / or research. The following actions points would help in ensuring the
above:
Short to Medium term (2019-2024):

R1 C1 F1
Identify and prioritize performance targets that are to be achieved by application of funds (Eg -
given adequacy of current capacity of HEIs (as discussed in earlier section), application of funds
should focus more on improving quality and promoting research and innovation)
Provide competitive access to government grants through a performance-based system to
incentivize and support performance (Eg Research grant provided to institutes with strongest
business case and history of performance)
Promote provision of funding / subsidies to individuals vis--vis that for institutions(Eg grants for
textbooks, laptops, etc. should be provided as subsidy directly to students as against a grant to
the institution)
Research focus:
Government of Andhra Pradesh should encourage mentorship and collaboration based models in the
state to ensure that every viable institute adds value to the research in the state. Efforts should also be
directed towards facilitating industry involvement in the research activities in academic institutions.
The following actions points would help in ensuring the above:
Short term (2019): R1 C1 F1

Provide research mentors to develop strong research capabilities at leading 8-10 research driven HE
institutions in Andhra Pradesh
Promote collaborations between top-tier international institutions and Indian higher education
institutions for high-quality joint academic research
Incentivize/facilitate industry involvement in research activities at academic institutions

Medium term (2024):

Encourage community-focused / development-oriented research at academic institutions that are
relevant for a particular community / region
Long term (2029):

Develop centres of excellence in higher education institutions to conduct high-quality research activity

Promote collaborative research within academia as well as between academia and research centres

Attract best-in-class faculty to conduct research by providing incentives and creating a conducive
research environment
4.5.5. Governance/Leadership
Wherein every sector is working towards improved governance and improved regulatory frameworks, it
becomes imperative that adequate measures are also introduced in the higher education system of
Andhra Pradesh. The state should focus towards introducing standardized self-regulatory frameworks
that would include simplified, unambiguous and transparent rules for all institutes. Subsequently the
state should also emphasize on improving the leadership across the sector to help improving the
functioning and accountability of all the institutes. The following actions points would help in ensuring
the above:

Short term (2019):

R1 C1 F1
Simplify rules and regulations to make a transparent regulatory structure

Recommend governance frameworks that can be adopted by all higher education institutions for
self-regulation
Introduce system of mandatory accreditation for all higher education institutions by independent
organizations
Create a differentiated governance structure based on the quality of institutions
Ensure accountability and transparency in the functioning of regulators and accreditation bodies
Medium term (2024)
Create a centralized repository of all information related to higher education; ensure mandatory
disclosure for all higher education institutions
Provide thrust towards internationalization of leadership
Separate ownership and management for effective governance; Mandate creation of effective and
accountable Boards of Management (BoMs)
Vision Frame Work- Higher Education
Key Issues & Challenges Guiding Principles Key Themes/Anchors Strategic Initiatives
Improving Gross Improving Accessibility Empowering youth from Scholarships and Financial
Enrolment Ratio in Excluded group with Incentives for Financially Backward
Socially Excluded Financial Incentives Youth; Multiple Entry and Exit
Courses for Students through MOOC
Categories
(Multiple Online Courses)
Improving Quality of Improving Excellence Institutional Adequate Infra structure and

Qualified Faculty;
Strategic Priorities for the Vision
Education Partnerships with

Industries and Promoting Private Participation;
Promoting Student Financing
Universities
Schemes;
Promoting Autonomy to Faculty
Low Employment and Increasing Employability Increasing Educational Promoting Courses on Sun shine
Ensuring Employability Skills; Institutional and Standards by reforming sectors; providing training on Soft,
Capacity Building Curricula and Pedagogy Vocational and Technical Skills;
Setting up Multi Lingual University
Scope for Better Building Strategic Promoting Research in Setting up specialised institutes to
Research Prospects Partnerships diverse areas, promote research and industry
Promoting nodal aligned curriculum; Establishing
Industry Supported COES on Sunrise
Institute for Teacher
Sectors; Incentivizing research and
Training and Research supporting faculty with competent
salary
Lack of ICT in Higher Promoting ICT usage in Monitoring and Developing technology
Education Higher Education Evaluation infrastructure for accurate data
capture and visibility; adopt and
implement e-Governance solutions
to ensure right data capture


5. SwarnaAndhra Vision 2029: Higher education in

Andhra Pradesh
Andhra Pradesh has emerged has one of the top 3 developed states in India, spending 2.5% of its GSDP
on higher education. Andhra Pradeshs higher education system has transformed in 2029 with a three
tier structure of highly selective elite research universities at the top, comprehensive universities and
specialized institutions in the middle, and an array of highly-accessible and high-quality colleges at the
bottom. While the first tier caters exclusively to furthering Indias intellectual capital, the other two
focuses on delivering economic and social value respectively. Andhra Pradesh is a knowledge hub of
India with an Education City which will have several foreign universities setting up campuses, along
with already established universities in the sunrise state.
The sunrise state has a robust higher education system with world-class universities that have been
placed on the global map attracting top corporates, well qualified national and international faculty and
a massive student population who are potential thought leaders researchers and academics
positioned at the helm of knowledge creation. The sunrise state has 100% accredited institutes and
several institutes having A grade ranking which are best in class with state of the art infrastructure,
better student-faculty ratios, centres of excellence, leaders in research output, patents and citations.
The higher education institutions are highly accessible to the entire youth population in the state and in
the country, with high quality content and courses through MOOCs.
1. Top-tier research universities in the sunrise state are centres of excellence for the creation of
new knowledge, set up with the vision to emerge as national and international leaders in
research output and intellectual property. These universities will have received Government-
initiated performance-based funding and competition grants for their projects. They enrol a
selective set of talented, research-oriented students to be taught by stellar faculty. Faculty and
students at the university attract handsome research grants and exhibit the greatest
international diversity.
2. The second tier of industry-aligned professional education institutions in Andhra Pradesh has
seen the greatest growth over the last two decades. Focused on quality teaching and producing
highly employable graduates, these institutions are a passport to white-collar jobs in a
knowledge economy. They impart knowledge and technical know-how on the one hand and
broad-based critical thinking and problem-solving skills on the other to produce well-rounded
industry leaders.
3. The last cluster of broad-based highly-accessible universities is reaching eligible and deserving
students in the country. They offer a wide range of courses aimed at providing a holistic
education to Indias masses, and play a major role in promoting equity and access. Their
distinguishing characteristic is a varied student population with significant regional and
linguistic diversity and a balanced gender profile. They rely heavily on online methods of
teaching and learning, enrol a sizeable number of mature students and offer both part-time and
full-time options.
The sunrise state has achieved a high GER of 50%, gender disparity of 1, achieved learning outcomes
such as 20% home grown Nobel laureates, achieved 90% employability of graduates with industry
relevant skills and talent. The state has also become a supply centre of highly employable talent to the
rest of the world; among them are entrepreneurs and executives of the future, industry-ready and

highly sought after. The sunrise state with its developed human capital and high R&D spend through
the Innovation and Start up policy will make it one of the top contributing states in India to improving
its Global Innovation Index (GII) to top 30 and increasing total entrepreneurial activity (TEA) in the
world.

6. Annexures
Annexure I
Investments
Particulars 2015-2019 2019-2022 2022-2029 Source of Funding
Setting up New Schools in 2117 Habitations 43 State& Central
Toilets- Boys 297 State
Toilets- Girls 17 State

Schools with Computers 86 State& Central
Schools with Computers Labs in Upper Primary Schools 170 128 State& Central
Schools with Physics, Chemistry and Biology Labs 1545 1545 1545 State & Central
Adult Literacy Central
Integrating Anganwadis with 41363 Primary Schools 538 289 State

Unified Training Institute for Teachers & Faculty 50 25 25 State
ICT Enabled Monitoring System 50 35 15 State
Scholar ships- Pre & Post Matric 3317 *** *** State
18 Colleges in Under Served Districts

Graduate Colleges 72 18000 PPP
Intermediate Colleges 4 Public
COEs in Higher Education 24 Public

ICT Technology in Higher Education 150
Total 6363 2022 19585

Annexure II
District-Wise State Universities in Andhra Pradesh
District wise State Universities in Andhra Pradesh
S.No University Name University Head Office Districts Covered
Visakhapatnam
1 Andhra University Visakhapatnam
Vizianagaram
East Godavari
2 AdikaviNannayya University Rajahmundry
West Godavari
3 Dr.NTR Health University Vijayawada -
Guntur
4 Acharya Nagarjuna University Guntur
Prakasham
5 S.V.University Tirupathi Chittoor

6 Sri.Padmavathimahila University Tirupathi Chittoor
7 Sri.KrishnaDevaraya University Anantapur Anantapur

8 Yogi Vemana University Kadapa Kadapa
9 Dravidian University Kuppam Chittoor
10 Krishna University Machilipatnam Krishna
11 Rayalaseema University Kurnool Kurnool

12 VikramaSimhapuri University Nellore Nellore
13 Dr.B.R.Ambedkar University Etcherla Srikakulam
14 JNT University Anantapur Anantapur

15 JNT University Kakinada East Godavari
Rajiv Gandhi University of Knowledge

16 Idupalapaya Kadapa
Technologies
17 DS National Law University Visakhapatnam Visakhapatnam
18 Dr.Y.S.R. Horticulture University Venkatramannagudem West Godavari
19 Sri Venkateswara Vedic University Tirupathi Chittoor
20 Sri Venkateswara Veterinary University Tirupathi Chittoor
Source: APSCHE Statistical data 2014-15

Annexure III
Scholarships and Schemes in School and Higher Education
S.No Head Offered by Scheme

AP State Minorities Finance Corporation Pre Matric Scholarships (For Minority Community
1 Govt of AP
(APSMFC) Students)
AP State Minorities Finance Corporation Post Matric Scholarships ( For Minority Community
2 Govt of AP
(APSMFC) Students)
Incentive Scholar Ship ( For Minority Community
3 Govt of AP Social Welfare Department
Students)
4 Govt of AP Disabled Welfare Department (DWD) Scholarship for Bright Scheduled Caste (SC) Students
5 Govt of AP Disabled Welfare Department (DWD) Pre Matric Scholarships for Disable Students
Pre Matric Scholarships for Mentally Regarded
6 Govt of AP Disabled Welfare Department (DWD)
Students
National Council of Education Research National Talent Search (NTS) Scheme/ Examinations
7 Govt of India
and Training (NCERT) (NTSE)
Dept of School Education and Literacy,

8 Govt of India Ministry of Human Resource Development National Merit cum Means (MCM) Scholarship Scheme
(MHRD)
Pre Matric Scholarship Scheme ( for Minority

9 Govt of India Ministry of Minority Affairs, Govt of India
Community Students)
Ministry of Social Justice and Pre Matric Scholarship for Other Backward Classes
10 Govt of India
Empowerment (OBC) Students
Ministry of Social Justice and Pre Matric Scholarship for Children of Those Engaged
11 Govt of India
Empowerment in UnClean Occupations
Post Matric Scholarship scheme ( For Minority

12 Govt of India Ministry of Minority Affairs, Govt of India
Community Students)
Ministry of Social Justice and Post Matric Scholarship scheme ( For Scheduled Caste
13 Govt of India
Empowerment Students)
Post Matric Scholarship scheme ( For Scheduled Tribe
14 Govt of India Ministry of Tribal Affairs
Students)
Ministry of Social Justice and Post Matric Scholarship scheme ( For Backward Class
15 Govt of India
Empowerment Students)
Maulana Azad National Scholarship Scheme for
16 Govt of India Ministry of Minority Affairs, Govt of India Meritorious Girl Students Belonging to Minority
Communities
17 Govt of India Ministry of Women and Child Development Balika Samridhi Yojana (BSY)
Department of School Education &
18 Govt of India Literacy, Ministry of Human Resource Incentives to Girls for Pursuing Secondary Education
Development
Ministry of Social Justice and
19 Govt of India National Scholarship for Persons with Disabilities
Empowerment
Funded by Dept of Science and Technology
20 Govt of India ( DCT), Kishore Vaigyanik Protsahan Yojana KVPY)
Ministry of Science and Technology
Ministry of Women and Child Development

21 Govt of India National Child Award for Exceptional Achievement
( MWCD)
National Council of Education Research Chacha Nehru Scholarship for Artistic and Innovative
22 Govt of India
and Training (NCERT) Excellence

Annexure IV
Schemes and Scholarships in Higher Education
Details of Schemes
State/
S.No Scheme Description Sector Remarks
Central
To support Backward Category Students and/or girl Students
from Andhra Pradesh, with an annual income of below one
Higher
1 Prathibha Scholarships State lakh are eligible to apply for this scholarships. Financial
Education
Assistance is provided to the students in their higher
education.
Rajiv VidyaDeevena/Rajiv Vidya Higher State Government Mission tasked with the Implementation of
2 State
Mission Education SarvaSikshaAbhiyan (SSA), RMSA, RUSA
Higher Hostels and Study Circle scheme for the Backward Sections.
3 NTR Vidyonnathi Scheme State
Education YSR Study Circle is NTR Vidhonnathi
Higher
4 Skill Development Mission Central Skill Development Centre at Vijayawada
Education
RashtriyaUchchatarShikshaAbhiyan (RUSA) is a Centrally
RashtriyaUchhtarShikshaAbhiyan Higher Sponsored Scheme (CSS), launched in 2013 aims at
5 Central
(RUSA) Education providing strategic funding to eligible state higher
educational institutions
To provide financial assistance to meritorious students from
poor families to meet a part of their day-to-day expenses
while pursuing higher studies. The scholarships are awarded
Higher on the basis of the results of senior secondary examination.
6 National Scholarships Central
Education 82000 fresh scholarships per annum (41000 for boys and
41000 for girls) for graduate/post-graduate studies in
colleges and universities and for professional courses, such
as Medical, Engineering, etc. could be provided.
Financial assistance is provided to youth below 32 yrs. under
Post-Doctoral Research Fellow Higher
7 Central CSIR-Nehru Science Postdoctoral research Fellowship
(Scheme) Education
Scheme
Junior Research Fellowships for Higher Indian Council for Medical and Research supports Junior
8 Central
biomedical sciences Education research fellows financially
Department of Science and
Higher Department of science and technology sponsor scholar ships
9 Technology grants and Central
Education for youth in innovation and research
fellowships
The "Women Scientists Scheme (WOS)" has been evolved in
this context, by the Department of Science and Technology
DST's Scholarship Scheme for
Higher (DST) for providing opportunities to women scientists and
10 Women Scientists and Central
Education technologists between the age group of 30-50 years who
Technologists
desire to return to mainstream science and work as bench-
level scientists.
Biotechnology fellowships for
Higher Government of India, Ministry of Science and Technology
11 doctoral and postdoctoral Central
Education established the Department of Biotechnology
studies by DBT
Rajiv Gandhi
Rajiv Gandhi National Fellowship during the financial year
National Fellowship for SC
Higher 2005-06 to increase opportunities to Scheduled Castes for
12 students to pursue higher Central
Education pursuing higher education leading to degrees such as M.Phil.
education such as M. Phil. and
and Ph.D
Ph.D.
Ramanujan Fellowships for
Higher Science and engineering research board- government
13 brilliant scientists and engineers Central
Education sponsors youth to complete PhD
from all over the world
Higher The Government has instituted two National Research
14 JC Bose National Fellowships - Central
Education Fellowships- Ramanujan Fellowship and J.C. Bose Fellowships

to give a boost to scientific research in the country.

National Sports Talent Contest Scheme (NSTC) - for Sub-
Junior level trainees, Army Boys Sports Company Scheme
(ABSC) - for Sub-Junior level trainees, SAI Training Centres
Sports Authority of India Higher
15 Central Scheme (STC) - for Junior level trainees, Extension Centre of
promotional schemes Education
STC /SAG, Special Area Games Scheme (SAG) - for Junior
level trainees, Centre of Excellence Scheme (COX) - for
Senior level trainees
Central Sector Scholarship Scheme for ST students
introduced from the academic year 2007-08 with the
Scholarship Schemes for ST
Higher objective of encouraging meritorious ST students for pursing
16 Students by Ministry of Tribal Central
Education studies at Degree and Post Graduate level in any of the
Affairs
Institutes identified by the Ministry of Tribal Affairs for the
purpose.
Post Metric Scholarships enables a considerable number of
Scheduled Caste students to obtain post-metric and higher
level of education resulting in their overall educational and
Post-metric Scholarships for SC Higher
17 Central economic development. The Scheme provides for 100 per
/ST students Education
cent Central Assistance to the State Governments and UT
Administrations over and above the respective committed
liability of the State/UT
The objective of the scheme is to award scholarships to
meritorious students belonging to economically weaker
Scholarships for Minority Higher sections of minority community so as to provide them better
18 Central
Students Education opportunities for higher education increase their rate of
attainment in higher education and enhance their
employability.
Online Minority Students Welfare Higher
19 Central Centre of Excellence Scheme (COX) - for Senior level trainees
Scholarships System Education
Higher State Govt. supports colleges to train students on
20 Jawahar Knowledge Centres State
Education employability and communication skills
Government Degree Colleges In Higher
21 Central
Tribal Areas (Riad) Education
Note: The schemes are targeted towards:
Ensuring quality higher education and vocational education

Imparting students with skills that will make them employable and suitable for entrepreneurship, and for further
education and research
Identifying needs of the industry and establishing vocational centres in order to collaborate with the industry
Capacity building and skill development for existing employees to improve their productivity and
To develop the State into knowledge hub for the entire world

Annexure V
School Monitoring Mechanisms
Currently Being Means of
Key Indicators to Track Progress Level of Disaggregation
Tracked? Verification
By level of education, geography, gender
Gross Enrolment Ratio Yes UDISE
and marginalized groups/community

Transition Rates Yes UDISE

Dropout Rates Yes UDISE
Percentage of schools with a computer By level of education and geography Yes UDISE
Percentage of schools with required
By level of education and geography Yes UDISE
laboratories
Percentage of schools with a playground By level of education and geography Yes UDISE
Percentage of schools with ideal Pupil By level of education, subject and
Partial UDISE
Teacher Ratios geography
Percentage of teacher who have received

By level of education and geography Yes UDISE & TEMIS
90 days of in-service training
Percentage of head teachers who have

received training on leadership and gender By level of education No UDISE & TEMIS
sensitization
Percentage of teachers for whom a career
progression plan has been prepared and No UDISE & TEMIS
filed
Percentage of schools visited by

By level of education and geography Partial UDISE
MRCs/CRCs (academic audit visits)
Percentage of schools visited by

By level of education and geography Partial UDISE
BRCs/CRCs (administrative audit visits)
Percentage of schools reporting the use of

By level of education and geography No UDISE
CAL in classroom teaching
Percentage of schools reporting the use of

ABL in classroom teaching
Percentage of schools reporting art & craft

classes
Percentage of schools reporting music &
dance classes
National
Assessment
By level of education, geography, gender Survey&
Learning outcomes Partial
and marginalized groups/community School
Assessment
Survey
Percentage of students opting for By level of education, geography, gender

No UDISE
vocational modules/courses and marginalized groups/community
Percentage of students provided with By level of education, geography, gender

No UDISE
apprenticeship opportunities and marginalized groups/community

Annexure III
Stakeholder Consultations
Date of
S.No Name of the Person Designation and Department
Consultations
Secretary
1. Mr. Krishna Murthy-Secretary April 20th 2015
Andhra Pradesh State Council for Higher Education
Professor
Dr.SkJeelaniBasha (Professor)
2. State Council for Education Research and Training, Andhra April 30th 2015
Mr A Narender (Lecturer)
Pradesh
Mr. Ramesh Reddy (RTE
3. Mahita (NGO), May 5th 2015
Forum)
Education Specialist,
4. Ms Sukanya, UNICEF May 6th 2015
UNICEF
Dr Shanta Sinha Founder
5. May 7th 2015
Mr Venkat Reddy MV Foundation
6. Prof Galab CESS (Centre for Economic and Social Studies) May 6th 2015
Commissioner
7. Smt.Sandhya Rani May 8th 2015
Sarva Shiksha Abhiyan
Mr.David AGO-Commissionerate of Collegiate Education
8. Dr.Srinivas Chief Coordinator April 28th 2015
Ms.Vimala
Mr. Satyanarayana Commissioner-Board of Intermediate
9. Mr.Gyana Sagar Deputy Director July 17th 2015
Ms.Sumana Sri Assistant Director

Annexure VI
Institutes in Andhra Pradesh that are ranked in top 500 in India
S.No Institute Rank City

1 Gandhi Institute of Technology and Management 90 Visakhapatnam
2 Jawaharlal Nehru Technological University, Kakinada 98 Kakinada
3 Andhra University 112 Visakhapatnam
4 Acharya Nagarjuna University 143 Guntur
5 Sri Venkateswara University 200 Tirupathi
6 Krishna University 265 Machilipatnam
7 Rashtriya Sanskrit Vidyapeetha 280 Tirupathi
8 NTR University of Health Sciences 285 Vijayawada
9 Sri Venkateswara Institute of Medical Sciences 301 Tirupathi
10 Sri Padmavati Mahila Visvavidyalayam 359 Tirupathi
11 Yogi Vemana University 373 Kadapa
12 Dravidian University 418 Kuppam
13 Adikav iNannaya University 419 Rajahmundry
14 Rayalaseema University 421 Kurnool
15 Damodaram Sanjivayya National Law University 432 Visakhapatnam
16 Vikrama Simhapuri University 441 Nellore
17 Sri Venkateswara Veterinary University 447 Tirupathi
18 Sri Venkateswara Vedic University 451 Tirupathi
Source: 4International Colleges & Universities- 4icu.org accessed on 22nd April 2015

Annexure VII
Indicators School Education
Sl. All AP State with 2014- 2015- 2016- 2017-
Name of Indicator AP Performance
No. India Position 1st position 15 16 17 18
1 GER (Primary) 101.36 94.14 29 Manipur 149.15 89.18 95 100 105
2 GER (Upper Primary) 89.33 77.2 34 Sikkim 138.84 80.17 85 90 100
3 GER (Secondary) 76.64 68.1 33 Lakshadweep 127.61 73.7 76.8 81.4 90
4 NER (Primary) 88.08 88.9 12 Nagaland 99.39 82.23 90 95 100
5 NER (Upper Primary) 70.2 68.06 26 Delhi 93.26 70.64 75 80 85
6 NER (Secondary) 45.63 39.14 32 Tripura 87.95 44.9 49 50 55
Transition Rate (PS to
7 89.58 97.29 9 Telangana 99 93.17 95 97 98
UPS) (2012-13)
Transition Rate (UPS to
8 91.95 98.1 4 Pondicherry 99.62 96.27 97 98 99
Sec.)
Dropout Rate (Primary
9 4.67 3.2 12 Pondicherry 0.34 3.26 2.5 1.5 0.1
Level)
Dropout Rate Himachal
10 4.17 3.24 13 0.47 3.4 3 2 1
(Elementary Level) Pradesh
Dropout Rate
11 14.54 3.37 2 Telangana 2 3.17 2 2.5 0.67
(Secondary Level)
Pupil Teacher Ratio(
Andaman &
12 PTR) Elementary Level 26 21 8 9 20 19 18 17
Nicobar
(Govt. Schools)
Pupil Teacher Ratio(
13 26 23 8 Mizoram 9 22 22 22 22
PTR) Secondary Level
Gender Parity Index
14 0.93 0.94 16 Meghalaya 1 0.94 0.95 0.96 1
Primary
Gender Parity Index
15 0.95 0.95 16 Meghalaya 1.13 0.95 0.96 0.97 1
Upper Primary
Gender Parity Index
16 0.89 0.96 6 Lakshadweep 1.17 0.96 0.98 0.99 1
Secondary
73 67.41
17 Literacy Rate (2011 (2011 30 Kerala 100 77.93 79.91 82.38 84.81
Census) Census)

Annexure VIII
Indicators Higher Education
S.No Indicator Unit Base Value 2019 2022 2029
1 Access GER % 20.02% 20.02% 35% 50%
2 Equity - Gender Disparity % 7% 3% 1% < 1%
3 Equity - Caste Disparity % 7% 3% 1% < 1%
4 Equity - District Disparity %
5 Relevance - Employability of graduates % employable 20-30% 35% ~50% ~90%+
6 Quality - # of Universities in top 100 # 6 8 10 > 20
7 Quality - % of 'A' grade institutes # 22% 40% 50% 75%
8 Excellence - % of PG students % 15.60% 17% 19% 25%
9 Excellence - # of institutes of national importance # 0 7 9 10
10 Excellence - # of research institutes in top 100 (India) # 2 7 9 10

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Education Sector paper- Draft for Discussion

Education Sector Paper

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M-Phil - Masters in Philosophy

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VET - Vocational Education and Training

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Issues and Challenges- School Education

1. Improve Literacy levels, especially of Women, through Adult Education Initiatives

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Issues and Challenges- Higher Education

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There is gender disparity Male 25% as against females 18%.

Access and Equity:

1. Set up a total of 18 colleges in Under-served geographies by 2019

Relevance and quality:

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THE 2030 AGENDA FOR SUSTAINABLE DEVELOPMENT

The National Landscape of Education

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Education Agenda for Andhra Pradesh

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Technical and Vocational

Guiding Principles to Education in Andhra Pradesh

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Literacy and Lifelong Learning Education for All

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Early childhood education

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Environment Teaching Management Monitoring

Figure 1 Enrolment in 2014-15

0 500000 1000000 1500000 2000000 2500000 3000000 3500000 4000000 4500000

Source 1: U Dise 2014-15

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3.1. As-Is Assessment

5 Pradesh points to the fact that state faces

The aforementioned figure clearly Source: U DISE 2014-15

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Source: U DISE 2014-15

Table 1 NAS Class VIII Science Achievement Scores

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without upper primary schools8. A majority of 40.00%

Source: DISE 2013-14

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teacher at the primary level, 16 students 21.06

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Rural Urban Variations

In-Service Teacher Training 2014-15

Single Class room Schools 2014-15

Schools with Computers

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Maharashtra 47.85 79.62